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The Professional Supervisor

The Daniels Associates of Australasia © of 48

THE PROFESSIONAL SUPERVISOR - STUDENT MANUAL

TABLE OF CONTENTS

Section One: Adjusting to Your Role .................................................................................. 1

Section Two: Defining Leadership .................................................................................... 10

Section Three: Team Building Tips ................................................................................... 25

Section Four: Communication Skills ................................................................................. 29

Section Five: Motivating Employees................................................................................. 36

Course Overview

With a host of new challenges and responsibilities to tackle, new supervisors need training that helps them

adjust to their new role. Learning how to supervise your new employees on a trial and error basis can lead to

discouragement. This course can help you overcome many of the problems a new supervisor may encounter,

and to set the groundwork for a successful change in your working life!

Learning Objectives

At the end of this course, you will be able to:

o Clarify the scope and nature of a supervisory position.

o Learn some ways to deal with the challenges of the role.

o Recognize the responsibilities you have as a supervisor, to yourself, your team, and your

organization.

o Learn key techniques to help you plan and prioritize effectively.

o Acquire a basic understanding of leadership, team building, communication, and

motivation, and what part they play in effective supervision.

o Develop strategies for motivating your team, giving feedback, and resolving conflict.

The problem with the rat race is that if you win the race, you’re still rat. LILLY TOMLIN

Section One: Adjusting to Your Role

A Survival Guide

Often, new supervisors feel that they’re thrown into the deep end of a pool with no idea of what to do except

tread water. This course is an excellent beginning to your new role and will help you to determine what you

need to do, whether you are receiving support and guidance from your manager or not.



There are five keys to surviving life as a supervisor. Some of these come from Michael Watkins’ bestselling

book for new leaders, called The First 90 Days: Critical Success Strategies for New Leaders at All Levels.

Be a learner.

This is not the time to be a superhero and pretend that you know everything. Remember that there is no such

thing as a dumb question. Ask others for advice, including your own supervisor, your colleagues, and experts

in the area. Meet your employees and find out what’s going well, and where things are not working. Be open

to their insight, experience, and wisdom.

Refresh your network.

The network you had before you had this job has changed, even if you are now a supervisor within the same

company. You’ll need to establish new relationships, ask for introductions, or introduce yourself. You’ll need

to learn about the culture of the organization at the level you are now at, which is different than it was as part

of the front line. You’ll also need to connect to the people who can help you with your new work.

Leverage a mentor.

Find someone that you can trust for advice and guidance. A seasoned supervisor is ideal, but anyone that you

know and trust (and that is knowledgeable) can help you to develop your skills as a leader, engage with your

new team, and help you find your way. Remember to thank your mentor sincerely.

Set limits.

Learn to say no, to plan, to prioritize, and to manage your time and resources. As a new supervisor you may

want to please everyone or demonstrate your worth, but saying yes to everything can quickly wear you out.

Let go.

When we are achieving our goals and life is going where we want, we sometimes encounter people who want

to hold us back. Your old manager may want you to continue to work on your previous job while your previous

co-workers may want you to continue to be a part of the same group. If you are now supervising co-workers,

you can expect challenges to your authority. Be realistic about what you can and cannot do. Make a conscious

decision to move on from your former position and embrace the new one while you set clear expectations, as

well as limits and boundaries.

Making the Transition - What Will Change?

Usually people are promoted because they are good at doing something. They might have been doing

something very well for a long time, but at the time they start a new position – that supervisor’s role – they



have to learn a whole bunch of new things. What are the biggest differences between being a front-line

employee and being a supervisor?

Several things may change, but two things will almost certainly be different for a supervisor.

o The work will be different. There will be more administrative work, more supervising, and

more managing, with less involvement with the actual work of the group.

o The responsibilities will increase. As a supervisor you are responsible for the work of

others, not just your own output.

Dealing with Older Employees

Treat older employees as individuals, respect their skills, and give them opportunities to shine, but refuse to

be bullied into accepting behavior that isn’t right, such as disregarding safety. Employees who are about to

retire have a lot of valuable information to share if they are encouraged, so ask for their input. Research tells

us they are just as interested and capable of learning as younger employees, providing they have the

opportunity and don’t feel threatened.

Organizations who at one time didn’t want to spend training dollars on older employees because of a fear

they wouldn’t learn (or that they would learn, but leave and take that expensive knowledge with them),

realize that with the impending skills shortage they can’t afford to leave one segment of the workforce out of

the loop when it comes to training.

Dealing with Friends Who You Now Supervise

Everyone needs friends, and friendships in the workplace can survive providing there are guidelines. Most of

the supervisors who have been successful maintaining their friendships say they talked it over with their friend

and made an agreement to only talk work at work, never during their social time together. Other guidelines

include going to parties and social events but leaving earlier than the others, and never getting intoxicated

with the people they supervise.

Leadership Styles

Autocratic Leader

Autocratic leadership, also known as authoritarian leadership, is a leadership style characterized by individual

control over all decisions and little input from group members. Autocratic leaders typically make choices

based on their own ideas and judgments and rarely accept advice from followers. Autocratic leadership

involves absolute, authoritarian control over a group.

Characteristics of Autocratic Leadership

Some of the primary characteristics of autocratic leadership include:

Little or no input from group members

Leaders make the decisions

Group leaders dictate all the work methods and processes

http://psychology.about.com/od/leadership/a/leadstyles.htm



Group members are rarely trusted with decisions or important tasks

Benefits of Autocratic Leadership

Autocratic leadership can be beneficial in some instances, such as when decisions need to be made quickly

without consulting with a large group of people. Some projects require strong leadership in order to get things

accomplished quickly and efficiently.

Have you ever worked with a group of students or co-workers on a project that got derailed by poor

organization, a lack of leadership, and an inability to set deadlines? If so, chances are that your grade or job

performance suffered as a result. In such situations, a strong leader who utilizes an autocratic style can take

charge of the group, assign tasks to different members, and establish solid deadlines for projects to be

finished.

In situations that are particularly stressful, such as during military conflicts, group members may actually

prefer an autocratic style. It allows members of the group to focus on performing specific tasks without

worrying about making complex decisions. This also allows group members to become highly skilled at

performing certain duties, which can be beneficial to the group.

Downsides of Autocratic Leadership

While autocratic leadership can be beneficial at times, there are also many instances where this leadership

style can be problematic. People who abuse an autocratic leadership style are often viewed as bossy,

controlling, and dictatorial, which can lead to resentment among group members.

Because autocratic leaders make decisions without consulting the group, people in the group may dislike that

they are unable to contribute ideas. Researchers have also found that autocratic leadership often results in a

lack of creative solutions to problems, which can ultimately hurt the performance of the group.

While autocratic leadership does have some potential pitfalls, leaders can learn to use elements of this style

wisely. For example, an autocratic style can be used effectively in situations where the leader is the most

knowledgeable member of the group or has access to information that other members of the group do not.

Participative Leader

Democratic leadership, also known as participative leadership, is a type of leadership style in which members

of the group take a more participative role in the decision-making process. Researchers have found that this

learning style is usually one of the most effective and lead to higher productivity, better contributions from

group members, and increased group morale.

Characteristics of Democratic Leadership

Some of the primary characteristics of democratic leadership include:

Group members are encouraged to share ideas and opinions, even though the leader retains the final say over

decisions.

Members of the group feel more engaged in the process.

Creativity is encouraged and rewarded.

Benefits of Democratic Leadership

Because group members are encouraged to share their thoughts, democratic leadership can leader to better

ideas and more creative solutions to problems. Group members also feel more involved and committed to

http://psychology.about.com/od/leadership/a/leadstyles.htm



projects, making them more likely to care about the end results. Research on leadership styles has also shown

that democratic leadership leads to higher productivity among group members.

Downsides of Democratic Leadership

While democratic leadership has been described as the most effective leadership style, it does have some

potential downsides. In situations where roles are unclear or time is of the essence, democratic leadership can

lead to communication failures and uncompleted projects. In some cases, group members may not have the

necessary knowledge or expertise to make quality contributions to the decision-making process.

Democratic leadership works best in situations where group members are skilled and eager to share their

knowledge. It is also important to have plenty of time to allow people to contribute, develop a plan and then

vote on the best course of action.

The only place success comes before work is in the dictionary. VIDAL SASSOON

The Action-Centred Leadership Model

A supervisor has responsibilities to themselves, management, and their team. How do you balance all of these

priorities, especially when they conflict? The action-centered leadership model developed by John Adair can

help. This model shows how leadership is a balancing act of individuals, their groups, and the work to be done.

Let’s look at each piece individually.

Individual



As a leader, you are responsible for helping each person grow and to be the best that they can be. This

involves identifying the strengths and weaknesses of each person and understanding what their style in

various tasks is. It also involves basic performance management, such as ensuring that they understand

expectations, setting objectives, and providing feedback. Adair also encourages managers to help their team

members become self-leaders who are rewarded with additional responsibilities and more complex roles.

Team

As a leader, you are also responsible for various groups. These may be defined teams or simply informal

groups within the organization. (The organization itself can also be considered a group.) Part of your

responsibility here is basic performance management. As with individuals, this involves outlining expectations,

settings objectives, and providing feedback. It may also include coaching teams through the various stages of

development and helping teams establish and follow group norms.

Task

Of course, a leader’s role is also to ensure that work gets done on time and within budget. This involves

establishing:

What will the task involve?

How will it fit into the big picture? Why is the task being done?

What resources (people, material, and money) will the task be able to use?

When will the task need to be completed by? What other milestones will the task have?

Processes, procedures, and plans

Reviewing and revising the task as needed

The successful business person is the one who finds out what’s the matter with

the business before his competitor does! ROY L.SMITH

Making Plans - Urgent-Important Matrix

An important part of planning is deciding what is urgent and what is important. This helps you to decide

where to put your efforts in order to get things done in a priority order. The Urgent-Important Matrix can help

us with this.



Matrix Overview

Breaking Down the Matrix

Let’s define what we mean by urgent and important.

o Urgent: Failure to complete it by a certain time will conceal or reduce the benefit of doing

it permanently.

o Important: Needs doing but doesn’t have time constraints. The timeline can change.

Both types of tasks have a place. If we are less than adequate planners, we tend to get struck in firefighting

mode or crisis management, where everything is urgent. This would not have happened had the issues been

dealt with in a more organized and timely manner. You should rarely be dealing with issues in that top left

quadrant, because of the work that you are doing in the second and third quadrant.



Progress and Maintenance Tasks

Another way tasks can be broken down is by progress or maintenance.

o Progress: You believe this task may move you towards a position which is fundamentally

better than the one you are in now. These usually exist in your head, are rarely urgent,

are usually new, and often uncertain.

o Maintenance: These tasks do not move you forward, although they may very well keep

you from falling back. We do more of these because they are obvious. They are usually

urgent (such as month-end financial statements), we are comfortable with them, and they

are easily justifiable. These tasks tend to be safe.

We need to do both types of tasks, but how many of each should we be working on? This workshop is, we

believe, a progress task. As new supervisors, one danger you face will be that of doing what is safe, rather

than what will move you ahead.

The Elements of Planning

Plans are what come out of the planning process. Plans are what you intend to do in the future. Before you

can develop plans, however, you must set targets – goals or objectives.

There are four elements of planning:

o Goals: Goals or objectives specify future conditions you want to reach.

o Actions/Strategy: These are the preferred course to reach those objectives.

o Resources: Time, equipment, people, etc. that may put constraints on the action. These

have to be considered as you set targets and develop your strategies.

o Implementation: Getting it all done, including the assignment and direction of personnel,

to carry out the intended action.

Typically, the goals you set for yourself (or that are set for you) will be a part of the company's overall

objectives. They will be targets to reach in the near future. They will focus your department's output, quality

of workmanship, and allowable expenses.

Since part of what supervisors do is to accomplish work through the efforts of others, they must schedule and

prioritize. They must organize resources to make sure plans reach their goals: that people are at work on time

that resources aren't wasted, that machines are in good repair and able to give their expected daily output,

and that services will be of the highest quality to ensure customer satisfaction.

Your work targets will be achieved through short-range planning. If you share the goals with your team it will

help them set their own goals, and to work toward collective success.

Employees have confidence in someone who is willing and able to plan their work well. Nothing breaks down

morale like continual crises. Check your own habits and be honest in recognizing whether you are too busy to

worry about anything but today. If you are, chances are you spend your time fighting fires that could be

avoided by planning a week or even a month ahead of time.



Employees appreciate some routine and structure as opposed to constant change. They like going home at

night fairly certain of what they will do tomorrow and that the tasks will be ones they feel able to do. If you

show them you can schedule the work smoothly, employees will feel more like pitching in when the occasional

emergency comes up.

Planning to Plan

"Failing to plan is like planning to fail.”

Once we begin using a planner, we sometimes have a tendency to only make note of meetings we must

attend or other activities that must be completed, without allotting the time required. For example, if you are

attending a meeting that will take up two hours of your time, block out that two hours. If you need to travel a

half hour each way in order to attend, block travel time too. Then you have a more realistic sense of how

much time has been used and how much time you have remaining. As well, tasks that will take more than 30

minutes of your time should be scheduled in your planner.

The light at the end of the tunnel has been turned off due to budget cuts. ANON.

Setting Goals - Going After Your Dreams

You’ve got to identify where you want to go, and then decide you are interested enough to take the actions

necessary to get there. This is the part many people miss: they have dreams, but don’t know how to turn them

into reality.

The steps between dreaming and achieving involve setting goals and taking action.

Some specific dreams might include:

o Move into a senior management role.

o Finish my supervisor’s certificate.

o Learn how to cook authentic Italian cuisine.

o Live and work in Italy for two years.

Now, clearly some of these are achievable in the short term while others will take longer. Some will obviously

take more work than others. So where do we start? By setting goals! Each objective should be broken down

into several small, achievable goals that will help you get where you want to go. Good goals should have

SPIRIT!

The SPIRIT Acronym

Specific

Be specific about what you want or don’t want to achieve. The result should be tangible and measurable. “Be

a great supervisor” is pretty ambiguous; “Achieve a top rating in the Supervisory category on my next

performance review” is specific.



Prizes

Reward yourself at different points in the goal, particularly if it’s long-term. If your goal is to reorganize your

office, for example, you might purchase a piece of artwork after you get the clutter cleaned out.

Individual

The goal must be something that you want to do. If your manager wants you to reorganize your office, but the

layout works for you, you’re not going to want to work towards the goal.

Review

Review your progress periodically. Does the goal make sense? Are you stuck? Do you need to adjust certain

parts of it?

Inspiring

Frame the goal positively. Make it fun to accomplish. You could make a poster of the end result, frame it, and

post it on the wall.

Time-Bound

Give yourself a deadline for achieving the goal. Even better, split the goal into small parts and give yourself a

deadline for each item.

A successful person is one who can lay a firm foundation with the bricks others have

thrown at them. DAVID BRINKLEY

Section Two: Defining Leadership

What is Leadership? - Key Characteristics

A leader cannot be a leader without followers (individuals who are influenced to take action by another

person). Not all leaders become supervisors, and not all supervisors are leaders.

In 2007, consulting firm Blessing-White surveyed nearly 8,000 employees, and found that the most important

leadership characteristics were:

1. Empathy

2. Trustworthiness

3. Business aptitude

4. Depth

5. External attunement

6. Clarity

7. Responsibility

8. Internal attunement

Brief History of Leadership Studies

When researchers looked at the lives of people like Winston Churchill and Abraham Lincoln, both of whom are

considered great leaders, they found that both men had suffered personal defeat many times. Churchill was



sent home from school in Grade 4 because his teachers said he was too slow. Lincoln ran for office and was

defeated 19 times before he became President of the United States.

The next stage of leadership studies was an attempt to find out what effective leaders did. The idea was if it

could be discovered that leaders did, then people could become effective leaders by doing the same thing.

This can be thought of as "the one best way" approach. However, once again, research was inconclusive. The

way one leader got results might in no way resemble the way another leader got similar results.

The next major step was to look at the relationship between the situation in which the leader acted and the

way the leader behaved. This "it all depends" approach led to the development of a number of contingency or

situational theories of leadership.

What these theories had in common was the idea that a leader's behavior should be determined by the nature

of the situation. In other words, in situation A, leaders should do X to be effective, while in situation B, leaders

should do Y to be effective.

Research has generally found support for this idea. Firefighters battling a raging fire respond better to certain

kinds of leadership behavior, while volunteers for the United Way who are planning their door-to-door

campaign respond better to other leadership styles.

A leader who used the same approach in both situations, even if the people were the same individuals, would

not likely be equally effective in the two situations. Effective leaders are able to realize what will be effective

and how to adjust their style to the situation.

There have been a number of other approaches and ideas in the study of leadership, including the idea of self-

leadership. This approach takes a view that a leader's responsibility is to develop and motivate others so that

they become self-led, not requiring leadership from others.

The Leadership Formula

The History Behind the Situational Leadership Theory

Paul Hersey and Ken Blanchard have studied leadership and developed the Situational Leadership theory and

model. They have reviewed several aspects of leadership and how success is achieved. One of the critical

elements of their theories is that no one leadership style fits all situations, and there is not one type of ideal

follower either. Each must adapt to the particular situation.

Followers may fall into any one of the following types:

1. Followers who are willing but not able

2. Followers who are not willing and not able

3. Followers who are able but not willing

4. Followers who are willing and able

They also identified four levels of commitment:

a) People do what they are told and wait to be told what to do next

b) People do what they are told and ask what to do next

c) People do what they are told and suggest what to do next

d) People do what they have been told and then go on to the next step

Where We Want To Be



Where do you want your people? Most feel comfortable at the third level of commitment, but if we truly want

to empower people, we should be working toward having them at that fourth level, where they go on to the

next steps without having to be told.

From all this intense scrutiny, it was discovered that there are two major dimensions to leadership.

o The level or amount of emphasis devoted to getting the work done.

o The amount of attention given to providing support and encouragement to the people

doing the work.

Direction and Support

Various names have been used for these two dimensions, such as Task and People, but let's use the terms

Direction and Support to refer to them, which follows along with the model.

o Direction refers to providing information about the task, assigning responsibilities,

indicating deadlines, instructions about how to do the task, etc.

o Support refers to things such as encouraging, expressing confidence, dealing with conflict

within the group, expressing appreciation, maintaining a positive spirit in the team, and so

forth.

Here is a summary of these two types of behavior.

Direction Support

o Autocratic

o Task-oriented

o Top-down

o Directive

o Democratic

o People-oriented

o Bottom-up

o Supportive

Success in almost any field depends more on energy and drive than it does on intelligence. This explains why

we have so many stupid leaders. SLOAN WILSON

The Situational Leadership Model

About Leadership

There are several very strong models for leadership which have been developed after many years of study,

and with the help of many companies and their leaders. All of these models share some things in common

that we can certainly learn from in our own quest to become the best leaders that we can be. Whether you



have “leader” in your job title or you are a leader without a team, developing the characteristics of strong

leaders will help you in your work.

First, let’s explore what kind of a leader that you are. In the work done by Paul Hersey and Ken Blanchard on

the Situational Leadership II® model, they recognize four leadership styles that tend to resonate with us. As

you read about the different styles, think about where your comfort zone is.

Director’s Style

Someone with a director’s style does well with new employees, who seem to easily respond to being told

what is expected, having processes and procedures outlined for them, and having someone they can report to

or ask questions of regularly. The director’s style is defined by a high emphasis on directing tasks and being

able to account for results.

Coach’s Style

Coaches are able to blend supporting people and directing tasks. This is available to a leader when employees

understand what is expected, but need some range of support in order to take independent steps and make

things happen. A coach’s style has a high degree of involvement in directing tasks, with an equally high

emphasis on supporting people.

Supporter’s Style

This style encourages people to come up with solutions and solve problems on their own. It provides them

with the support they need in terms of tools and resources. The supporting style shows a low degree of

directing tasks and a high emphasis on supporting people.

Delegator’s Style

Delegating means that the delegator holds responsibility for results, but that the work is done by others. We

delegate to individuals who have high levels of related skill and the experience it takes to locate their

resources and tools. Then they can report to the delegator at defined intervals. This style has a low emphasis

on directing tasks, and an equally low emphasis on providing people support.

Understanding Your Comfort Zone

Making Connections

Our Comfort Zone

We all have a comfort and ease with one style, but there are times when staff performance, our own

confidence, or a crisis demands that we behave differently.



When new people join the team, they understandably will need a level of direction that can be quite high and

will leave little time for supporting people. As they gain skill and confidence, the leader can progress to a

coaching style where they are still directing tasks but also able to offer additional support. As the employee

makes progress, the leader provides more support and less hands-on direction until the direct report has the

ability to accept delegated tasks.

The Cyclical Process

This process can be cyclical. For example, a team that you can easily delegate to might go through a significant

change or have a new system being implemented. You might have to start again with directing behavior

before moving on to coaching, supporting, and then a return to delegating.

We also might encounter structures that do not allow us to delegate, which can be a tough job for someone

who is a capable and effective delegator.

Make is idiot proof and someone will make a better idiot ANON

What’s Your Type? How About Mine?

Assessing Your Preferences

Now that we have an understanding of the ways that we can lead, let’s explore our individual characteristics.

There are many ways to discuss the personality types of people that we work and play with. Whether you use

initials like the MBTI (Myers-Briggs Type Indicator), colors like Personality Dimensions, edutainment like True



Colors, the names of animals, or Greek philosophers, the idea is that there are base temperaments that we

can relate to, and that we prefer. The science behind this kind of assessment relates back to the work of Carl

Jung. It has been substantiated through tens of thousands of people who have completed and validated

questionnaires.

If you have ever wondered what type of person – or temperament – makes the best type of leader, the

answer may surprise you. It’s not necessarily the person that achieves the greatest success (however you

define that), nor is it necessarily the person with the greatest communication skills. The keys to being the best

type of leader have to do with many things, including the way you approach work and life, and also in having a

strong team that can offer a range of strengths.

Some people seem to be natural leaders with an enviable track record and lots of people turning to them for

advice and mentorship. Others seem to have to work at it, and are constantly looking to the world for learning

and working on developing their skills. In reality, all leaders need to work at something, because one strength

of a leader is their continuing drive to learn.

Identifying Your Characteristics and Preferences

We have developed an assessment that can help you identify what your base temperament is. First, look at

each group of words. For each group, decide which of the four choices is most like you, a lot like you,

somewhat like you, and least like you. It’s important to answer the questions according to what feels right,

and not what you think people think about you, or may expect.

First, select the choice that is most like you and write the number 4 on the line. Then select the term that is a

lot like you and write number 3 on the line, then 2, and then 1. You have to use the numbers 4,3,2,1 in each

section. There are no ties allowed, so you need to make a decision on each group. You can see an example

below.

Remember that you are working on preferences and not a math exam, so don’t get overly tied up in absolute

definitions. When you are finished the questionnaire, follow the instructions on the scoring sheet.

Example

Scale

o 4 = Most like you

o 3 = A lot like you

o 2 = Somewhat like you

o 1 = Least like you

Terms

1. A driving need for you is:

3 C To find meaning in life



4 A To learn and gain knowledge

2 B To belong

1 D Freedom to do what you want

Questionnaire

1. A driving need for you is:

C To find meaning in life

A To learn and gain knowledge

B To belong

D Freedom to do what you want

2. A primary need for you is:

D Making an impact

A Maintaining calm

C Relationships

B Responsibility and duty

3. Which of these things interests you?

C People

A Ideas

B Information

D Actions

4. You respect:

B Authority



A Intellect

D Performance

C Relationships

5. You:

C Stick up for what you believe

D Are constantly busy

A Look to the future

B Like to provide for others

6. You like:

A Exploring

B Security

C Cooperation

D Seizing opportunities

7. You’re good at:

D Making quick decisions

B Looking after details

C Inspiring others

A Solving complicated problems

8. You want:

D Variety

A Logic



C Harmony

B Stability

9. You prefer to focus on:

B Structure

C Relationships

D Action

A Knowledge

10. You value:

D Action

B Security

C Self-improvement

A Intelligence

11. You make decisions by relying on:

C Intuition

D Senses

A Data

B Tradition

12. You enjoy:

D Adventure

B Social gatherings

C Meaningful interactions



A Theories and data

13. Your work stressors are:

D Inefficiency

C Boredom

B Injustice

A Not knowing

14. You appreciate:

C Skilled performance

A Research and investigation

B Cooperative interaction

D Respect for policy and tradition

15. Your leadership style is:

D Firm, fair, respectful

C Relaxed, flexible, open

B Patient, supportive, encouraging

A Logical, inspirational, direct



Scoring Example

Add the total number of points that you wrote beside each letter of the alphabet in the

questionnaire. Pay close attention, since the letters above are not always in order!

In our sample at the beginning of the questionnaire, we would add 4 points to the A column, 2 points to the B

column, 3 points to the C column, and 1 to the D column.

A I I I I

B I I

C I I I

D I

Your Score

A

B

C

D

Total A’s _________ Total B’s __________ Total C’s __________ Total D’s __________

The letter with the highest total is most like you. Write it here: ___________________

The other letters are your next preferred styles. If your numbers are close to each other (within 5 points), you

probably find it pretty easy to flex your style to those other categories. If your numbers are far apart, or one is

much lower than the others, that is the area you will find it challenging to work within. You’ll have the

knowledge of how to do it once you work through the material in the next session.



What Does it Mean To Have a Number?

In reality, we are a blend of all types, moving within the numbers and flexing into the other styles as our

circumstances and our comfort levels dictate. This means that we are more like a blended drink than distinct

ingredients. For example, you may recognize that you may behave one way at work (super organized), usually

be more relaxed at home, but return to your super organized self when stress at home increases.

As you read the descriptions below, see if they agree with how you behave as a leader. You’ll also get some

insight into how to connect with the different types in the descriptions.

Mostly A’s – Inquiring Rationals

Inquiring Rationals are often drawn to jobs like banking and engineering. They like to figure out how

things work. They consider the structure and configuration of things. They process information intuitively and

look at the big picture. These are visionaries, like Albert Einstein and Bill Gates. When it is time to make

decisions, they apply logic, and they don’t get persuaded by emotions. If they don’t respect you, you won’t

keep their attention. Experience and competency are very important to Inquiring Rationals.

This temperament profile makes up approximately 5 to 7% of the population. Other notables in this group

are Walt Disney, Ben Franklin, Margaret Thatcher, and Napoleon.

To connect with Inquiring Rationals on your team, demonstrate your expertise. Quote experts and

remember to cite your sources. When speaking with them, get to the point quickly. To keep their attention,

use facts and figures first and personal stories later.

As a leader, you probably enjoy being in charge. One of your strengths is in making good decisions that have

been well analyzed, researched, and considered. This allows you to keep on top of things that you also enjoy,

like tracking deadlines and benchmarks. You may reach your decisions, however, without much consideration

to people’s feelings or the morale of the group. You may get frustrated with people who forget details or who

want to do things differently. Once people see how much you care, they will learn to appreciate and respect

you, and they will respond to your commitment to help them grow and learn.

People usually describe Inquiring Rationals as:

o Dependable

o Systematic

o Proficient

o Efficient

o Practical

Sometimes they are also:

o Shortsighted



o Data-bound

o Perfectionistic

o Narrow-minded

o Cautious

Mostly B’s – Authentic Idealists

Authentic Idealists are natural teachers, counselors, and leaders. They are people who enjoy being

around other people. They have excellent communication abilities. They are benevolent and intuitive, and

they focus on global issues like world poverty and humanitarian issues. Idealists love metaphors, stories, and

symbols, rather than statistics and figures. They make decisions that reflect their values, and rely on emotion

and instinct as opposed to logic. In fact, statistics and facts bore them. They are looking for significance, and

they seek the truth.

The Authentic Idealist temperament makes up about 10% of the population. Notable members of this group

include Eleanor Roosevelt, Billy Graham, Mahatma Gandhi, Jane Goodall, Oprah Winfrey, and Albert

Schweitzer.

To connect with the Authentic Idealists in your organization, share your values and personal

convictions. Be authentic and reach out to them by telling stories that demonstrate your empathy. Appeal to

personal ethics and a higher calling. Show that you care about them and others on the team.

Authentic Idealists are considered peaceful leaders. They can easily handle the details of day to day

operations and are process oriented, although the small stuff can get them sidetracked. As a leader, they have

the greatest amount of compassion, so it is easy for others to share their feelings, interests, and challenges

with them. Authentic Idealists can be difficult to motivate externally, which might frustrate others, but they

are well motivated intrinsically.

One of the major considerations for them is that the group gets along, so they foster a sense of togetherness

and try to smooth conflict. Sometimes their efforts at peacefulness can be at the expense of getting results for

the team, but harmony is really essential for them.

Authentic Idealists are often seen as:

o Encouraging

o Enthusiastic

o Supportive

o Humorous



o Relaxed

They can sometimes be:

o Impractical

o Vague

o Manipulative

o Not sufficiently serious or focused on the bottom line

Mostly C’s – Organized Guardians

Organized Guardians are extremely dependable and loyal, and they play by the rules. They have an amazing

work ethic, stay down-to-earth, and they like routine. They are thorough and orderly. At times they are too

serious, but they are practically always serious. They are good at taking care of other people. They want to

hear about the bottom line, and they want the facts.

Organized Guardians will consider charts and graphs and follow a well prepared presentation longer than

most people. However, they can also shut down when too much emotion is presented and may get bored with

stories. This temperament makes up 40 to 45% of the population and includes people like Queen Elizabeth

II, Mother Teresa, George Washington, and Colin Powell. With their respect for tradition, they are drawn to

the military and policing. These are also the people who will pass traditions to their children and

grandchildren.

To connect with Organized Guardians on your team, be concise, organized, and provide supportive data.

Present information in logical sequence, and avoid any tendencies for tangents.

If you are an Organized Guardian as a leader, you will be very logical and grounded. You might be inclined

to present data with everything that you discuss with members of your team, so learn their preferences and

see how much information is really necessary.

Your compassion for others adds depth to your work, although you will only demonstrate your emotional

depth with people that you trust. You’ll capture the attention of people on your team because you are

interesting and a positive influence. Your passion shows when you are working on the right things and in the

right place. You maintain high levels of organization and control, but you can also be flexible and think on your

feet.

People often describe Organized Guardians as:

o Cooperative

o Independent



o Traditional

o Flexible

o Imaginative

Sometimes, they can also be:

o Too future oriented

o Not task focused

o Unrealistic

o A dreamer

Mostly D’s – Resourceful Artisans

Resourceful Artisans crave action and live in the moment. They are very social, confident, and persuasive.

Donald Trump, Steven Spielberg, and Madonna are notable Resourceful Artisans. They’re witty, playful, and

fun. If they had a message to share, it would be that the world could lighten up a little. They love playing to an

audience, and look at the world as their stage. Like Organized Guardians, they can also perceive the world

concretely. They can get bored with visionary tasks. They enjoy stories that they can easily relate to and

imagine happening to them. This temperament makes up about 35% of the population.

To connect with Resourceful Artisans on your team, be authentic and spontaneous. Engage them with

questions and discussion. Use well-developed, engaging personal stories. Let your creativity show so that they

can connect with you. This style wants you to deliver an experience, not just assignments.

If you’re Resourceful Artisan as a leader, your strengths include energy, personality, and creativity.

You’ll deliver results. You’ll get a thrill from the emotional connection between you and the people that you

work with. You are a popular leader, and will create a fun environment if it doesn’t exist already.

Your weakness might be in your organization and structure. Because you are living in the moment, you will

avoid the homework that goes into the development of brilliant work. Sometimes you challenge authority or

act as devil’s advocate, and you may find it a struggle to work with conservative or risk-averse organizations.

People often describe Resourceful Artisans as:

o Candid

o Honest

o Principled

o Assertive

o Ethical



Sometimes, Resourceful Artisans can also be:

o Rigid

o Arrogant

o Self-righteous

o Unyielding

What’s Important?

We all have preferences for how we do things, and now we hopefully understand a bit more about them. It’s

also important to remember that we ALL have the range of temperaments described here. We just have our

own preferences; you might be mostly A, but call on behaviors that are more closely associated with B or C or

D as needed. It’s also important to have a range of types in our workplace. The strength of having some

people looking after facts and figures, while others appeal to emotions and spontaneity, makes our business

effective. It’s the blend, that presence of different temperaments with in a multitude of strengths, which

keeps our world fascinating.

There is no business like show business, but there are several businesses like accounting!

DAVID LETTERMAN

Section Three: Team Building Tips

What is a Team?

We like Glenn Parker’s definition of a team: “A group of people with a high degree of interdependence geared

toward the achievement of a goal or the completion of a task.” (From “Team Players and Teamwork” by Glenn

Parker)

What Does That Mean?

This means that members of a team agree on a goal and agree that the only way to achieve that goal is to

work together. Some groups have a common goal but they don’t work together to achieve it. For example,

many teams are really groups because they work independently to achieve their goal. Some groups work

together but they don’t have a common goal.

Advantages and Disadvantages of Teams

While there are a lot of advantages to teams, there are also some drawbacks that we should take into

consideration.



The Advantages of Teams

The way decisions are made is a major factor in the level of satisfaction or dissatisfaction with work.

Individuals are much less likely to be dissatisfied with decisions that they were involved in making.

The "strange ideas" that others bring into decision-making discussions are one of the very reasons you would

want input from others. If everyone thought the same way as the team leader, there would be no point in

discussing the matter.

Although discussions can bring misunderstandings, they provide an opportunity for the team leader to provide

clarification and avoid potential problems when it comes time to implement decisions.

The biases that team members bring can also be helpful. Biases are based on previous experience, on what

has worked or not worked in the past, or on assumptions. It is useful to understand the resistance against a

course of action in case something has been overlooked. Besides, if someone is resisting an action, it is better

to hear them out and deal with their resistance than have them sabotage your later efforts to implement the

decision.

Self-interests are often based on the desire to have decisions result in what is best for them. If this is

consistent with what is also best for the organization, these can be valuable viewpoints to hear.

How Can Teams Help Employees Grow?

Team decision-making provides learning and personal growth experiences. Decision making challenges you to

think; to try to understand facts, alternatives, and how different jobs affect one another; to see the bigger

picture. Participation in decision making makes people better decision makers.

Teams increase employee autonomy. Employees require less management time when they accept

responsibility for their own work and for making their own decisions.

Teams also increase receptivity and trust of management decisions. When teams get involved in decision

making, they develop an appreciation for the fact that solutions are not as simple as they might appear and

that it is not so easy to choose among options. As a result, they become more accepting of decisions made by

others. Also, being listened to and having your opinion considered increases your willingness to respect the

opinion and judgment of others.

Teams make better quality decisions. Team decision-making brings out the knowledge and experience of all

members and allows the sum to become greater than the parts.

Team decision-making also improves teamwork. Most decisions will need the cooperation of more than one

person to implement. The longer you wait to involve others affected by the decision, the harder it will be to

gain their teamwork in the implementation of the decision.

If work is so terrific, why do they have to pay you for it!

Developing a High-Performing Team - The Five Stages of Team Development



There has been a great deal of study on teams and on group dynamics. Bruce Tuckman is responsible for this

straightforward model, which emphasizes that all teams and groups go through five stages of development,

although they do not necessarily go through those stages together or at the same time.

Forming

This is sometimes referred to as a team’s childhood. This is the first stage of development. This stage is not

unlike how you felt when you learned you were coming to this workshop: some of you would have been a bit

excited; some would have been anxious; others would have been concerned that they wouldn’t have the

same level of experience and understanding as everyone else; while others feared this would be a waste of

time. At this stage, team members may have no clear idea of what to expect or what they will accomplish. The

team leader will be influential and will likely make many of the decisions. Your leadership style here is usually

that of telling.

As team leader, you will make sure your team members know one another and know about one another so

they can begin feeling comfortable together. You help them decide on their team goals and objective, and you

share your expectations with them. You are the role model so you must demonstrate that you value each

member of the team, and have high expectations that they will perform well.

Storming

This stage is often referred to as team adolescence. As members of the group work together, they become

more comfortable voicing their own opinion and they may not agree with either the team leader or the other

members of the team. There is often disagreement and conflict, with little cliques forming and alternate goals

being suggested. Members of the team notice how different other members are and a pecking order may be

established. In this stage of team development you will usually find the selling style most useful.

This can be a difficult time, particularly if turf wars develop. You are an even more important role model now,

communicating with all team members, reminding them of how valuable each of their roles is, and helping

them settle their disagreements in a civilized fashion: not ignoring them, but dealing with them openly and

honestly. All the while, you are helping them get to know one another better and coaching them so they

become more skilled at their job. Any group training at this point is often on team building.

Norming

This stage is often referred to as young adulthood for a team. Eventually, if you continue to encourage,

support and communicate with your team they will work out their differences and begin to see that they are

quite a bit alike after all. Now they begin to enjoy being together and they start having more fun—so much

fun that occasionally they may forget about the work they are to get done. You will find that the participating

style serves you well when a group is in this stage of development.

Eventually your hard work and your support will pay off and your team gradually begins to trust one another

and become a more cohesive group. Now they start enjoying work and the company of other team members.

They begin to notice what you have been telling them all along: they really do have a lot in common. They



start to socialize together and may even get so involved in social activities that they forget about what they

are trying to accomplish. This is a good time to move away from being quite so hands-on and begin to

delegate tasks. Cross-training can be useful.

Performing

Now the team is beginning to mature. They have skills, know their own strengths and limitations, and have a

good deal of problem-solving abilities. By now they have figured out—perhaps with your help—who does

what to make the team effective and they work well together. The challenge for you now is to keep them from

becoming bored. You will use your skills as a delegating style leader.

Finally they’ve arrived! You have a team who really are capable of working on their own. Hopefully you have

been celebrating team successes ever since you started working together. However, don’t stop now. They still

need to feel appreciated. Encourage them to do some self-evaluation and some work evaluation to see if

there are things they can do even better. Continuous suggestions for improvement should come from this

group.

A word of warning: Group dynamics are never static, so don’t ever be fooled into thinking your battle is won. If

a new member joins the team, or their roles change, you may find your group right back in the storming stage

again.

Adjourning

When the group has formally finished working together, or when things are winding down naturally, the group

will disband. Celebrate successes and achievements, and then bring the team to a close. Alternatively, if this

was not a successful team, the group should evaluate what went wrong, and use the lessons for later projects.

Even if the same group is to work on future projects, they will still need to go through all of the stages,

although they will likely form and storm very quickly.

Team Leadership

A team leader may volunteer, be appointed, or be elected by team members. The team leader will:

Stimulate enthusiasm.

See that conflicts are resolved.

Encourage communication and participation.

Keep meetings in control.

Ensure the team is making progress.

In order to develop openness and trust among team members and promote open communication, it should be

understood that:

There are no stupid questions.

Team members must feel free to express all ideas.

Team confidentiality is required.



Team members' feelings are as important as the facts.

It takes practice to develop tactful candor.

Characteristics of Team Players

Make every effort to be effective communicators.

Most conflicts start because people misunderstand one another. This is often followed by someone jumping

to conclusions and making incorrect assumptions. The team has great strength when all members are on the

same track.

Replace defensiveness with openness.

People get defensive when they feel threatened. Let others know you respect their opinions, even if you don't

agree with them. Establish an environment where people are free to speak their mind and understand how to

do so effectively. Every idea deserves to be given a fair hearing.

Team players understand the value of being assertive rather than aggressive.

Even if you are angry and ready to blow your top, you probably understand that approach is not going to get

what you need. You can satisfy your own needs without dominating others if you use openness, honesty, and

peaceful negotiation to help everyone win a little bit.

Avoid argument for the sake of argument.

Arguments and power struggles can take a lot of valuable time. If an argument is going nowhere, resolve it by

applying a conflict resolution strategy, or table it. Don't dwell on it. Personal ego gratification should take a

backseat to team goals.

Don't rain on someone else’s parade.

We all are proud of our own achievements and possessions. Belittling someone else's achievements just

creates tension and hurt feelings. Sincere compliments, recognition, and support help to create synergy within

the team. Support your co-workers and they will support you.

Avoid contributing to doom and gloom.

If you are a pessimist by nature, try to look at things from other angles and register the amount of good work

going on. Pessimism drags down energy, productivity, and morale.

Refuse to play games.

Some people thrive on chaos and discord, but it takes two to play that game. If you refuse to play, malicious

behaviors can be halted before they start. As a leader, it’s also your job to call it when you see it and deal with

difficult situations and conflict.

There are an enormous amount of managers that have retired on the job! PETER DRUCKER

Section Four: Communication Skills

Defining Communication Defining the Terms

What is communication?



Communication is the ability to send messages and have the other person understand those messages, even if

they do not respond.

How do we communicate with others?

We communicate through writing, speaking, and body language.

Communication Barriers

Lots of things can get in the way of good communication. Here are some of the most common barriers.

Experience

This barrier comes from one person always sharing their own experience, and not allowing others to provide

input. This can also occur when a newer employee meets existing staff and feels that they need to prove

themselves independently, instead of listening to or respecting the experience of their new colleagues.

Emotions

Anger can stop up from hearing what someone says. Love can cloud our judgment.

Background

If someone comes from a very wealthy or very poor background, we might make judgments about them.

People can also make judgments based on the area that a person is from.

Attitudes

These can stop us from hearing, observing, and perceiving the truth. A negative attitude can prevent someone

from adapting to a change. An overly optimistic attitude can stop someone from seeing what is really going

on.

Culture

If we do not have respect for what other cultures contribute, or the positive attributes of our own culture,

people experience discrimination.

Subject Knowledge

If one person tries to push their knowledge on others, resentment can arise. On the other hand, if someone

pretends to have knowledge and is lying, they will lose credibility and erode trust.

Prejudice

Prejudices are another thing that can cloud our judgment. Examine what triggers your prejudices (and why

you have these thoughts) in order to deal with them.

Mood

If we are tired, grumpy, or feeling upset, it’s possible we won’t hear others or want to engage with anyone. If

we are excited and joyful about things and interrupting other people’s work, it’s possible they won’t get things

done either.

Wording

How do you feel when someone starts an e-mail without a greeting? If this is also your style, it might be fine

because there are no wasted words in the e-mail. Other people might feel that the tone is abrupt for no

reason, or that the writer is angry at them.

Education



If I am intimidated because someone approaches me and they have a lot more education than I do, even

though they are asking me for help, I might become nervous, short tempered, etc.

Noise Level

If there is a lot of noise around and I don’t hear properly, I’m not likely to get the entire message.

Ambiguity

Clear language helps to remove uncertainty and avoid confusion.

Non-Verbal Messages

Non-verbal messages can convey a lot of meaning, even if you aren’t saying anything. If I enter your office and

you turn your back to me, I will know you don’t want to talk to me, even though I need to speak with you.

Hearing Difficulties

In order for messages to be understood, we need to express ourselves. For listeners who are hard of hearing,

we may give up before they have understood, or we may avoid calling them in order to avoid having to take

extra steps to make sure that they hear us.

Active Listening Skills

Active listening means that we try to understand things from the speaker’s point of view. It includes letting

the speaker know that we are listening and that we have understood what was said. This is not the same as

hearing, which is a physical process, where sound enters the eardrum and messages are passed to the brain.

Active listening can be described as an attitude that leads to listening for shared understanding.

When we make a decision to listen for total meaning, we listen for the content of what is being said as well as

the attitude behind what is being said. Is the speaker happy, angry, excited, sad…or something else entirely?

Responding to Feelings

The content (the words spoken) is one thing, but the way that people feel really gives full value to the

message. Responding to the speaker’s feelings adds an extra dimension of listening. Are they disgusted and

angry or in love and excited? Perhaps they are ambivalent! These are all feelings that you can reply to in your

part of the conversation.

Reading Cues

Really listening means that we are also very conscious of the non-verbal aspects of the conversation.

o What are the speaker’s facial expressions, hand gestures, and posture telling us?

o Is their voice loud or shaky?

o Are they stressing certain points?

o Are they mumbling or having difficulty finding the words they want to say?

Demonstration Cues

When you are listening to someone, these techniques will show a speaker that you are paying attention,

providing you are genuine in using them.



Physical indicators include making eye contact, nodding your head from time to time, and leaning into the

conversation.

You can also give verbal cues or use phrases such as “Uh-huh,” “Go on,” “Really!” and, “Then what?”

You can use questions for clarification or summarizing statements. Examples:

o “Do you mean they were charging $4.00 for just a cup of coffee?”

o “So after you got a cab, got to the store, and found the right sales clerk, what happened

then?”

Tips for Becoming a Better Listener

o Make a decision to listen. Close your mind to clutter and noise and look at the person

speaking with you. Give them your undivided attention.

o Don’t interrupt people. Make it a habit to let them finish what they are saying. Respect

that they have thoughts they are processing and speaking about, and wait to ask

questions or make comments until they have finished.

o Keep your eyes focused on the speaker and your ears tuned to their voice. Don’t let your

eyes wander around the room, just in case your attention does too.

o Carry a notebook or start a conversation file on your computer. Write down all the

discussions that you have in a day. Capture the subject, who spoke more (were you

listening or doing a lot of the talking?), what you learned in the discussion, as well as the

who, what, when, where, why, and how aspects of it. Once you have conducted this

exercise 8-10 times, you will be able to see what level your listening skills are currently at.

o Ask a few questions throughout the conversation. When you ask, people will know that

you are listening to then, and that you are interested in what they have to say. Your ability

to summarize and paraphrase will also demonstrate that you heard them.

o When you demonstrate good listening skills, they tend to be infectious. If you want

people to communicate well at work, you have to set a high example.

Questioning Skills

As leaders, we should be spending a lot of our time asking questions and providing answers. When it comes to

asking, however, we often aren’t aware of our technique. Open questions in particular often give us difficulty,

which is unfortunate since they are the most important ones for us to become skilled at using. If you are

having trouble with open questions, it can be helpful to get more comfortable with small talk and easing

yourself into the conversation at hand.



Building relationships with others (including our employees and our co-workers) becomes easier as we

become skilled at asking questions that give us more information about that person and their wants and

needs. Questions help us find common ground with someone, show the person we are interested in them,

and puts the emphasis on them rather than us.

Open Questions

These are broad, general questions that require your conversation partner to provide more than just a “yes”

or “no” answer. They also permit the other person to decide how much information to give.

Open questions can do the following:

o Give us more information

o Encourage your conversation partner to speak openly

o Encourage people to share opinions and ideas

o Help us determine if people have interpreted what we say accurately

Closed Questions

Closed questions can be answered with a single word or two, such as a simple yes or no. They can begin the

closing process in a conversation, or provide confirmation of a detail, but they don’t usually lead to a richer

conversation or gathering more information. The advantage of closed questions is that they give you control

over the questions and the type of answers you receive. Closed questions are easy to interpret and more

questions can be answered in less time.

However, closed questions don’t allow for detailed explanations or for the other person to share how they

feel about a particular circumstance. If you wish to encourage a richer response or to encourage a frustrated

person to talk freely, then you need to avoid asking closed questions.

Here are some examples of closed questions:

o “Does this make you angry?”

o “Do you think that meeting was fun?”

To open up those same questions, you could try these open-ended statements:

o “Please explain how you feel about this situation.”

o “Tell me how you feel about this meeting.”

Probing Techniques

When we do not get enough information by using open-ended questions, we can use probes to expand the

conversation.



Verbal and Non-Verbal Probes

A probe will encourage your conversation partner to add to their previous response. Verbal probes are often a

single word or short phrase. Some examples are:

“Tell me more about that.”

“That’s interesting. Tell me more.”

“Really?”

“Why?”

“Can you give me a specific example of what you mean?”

Non-verbal probes rely on your body language and gestures to get the same results as a verbal probe. Some

examples are:

Raising the eyebrows as if you are surprised

Nodding

Frowning

Pursing the lips

Probing Techniques

There are many ways that you can use probing in your conversations. We’ve provided some techniques for

you below.

Ask an open question.

Some good questions include:

o “Can you describe that more clearly?”

o “Would you give me a specific example of what you mean?”

o “What do you think we should do?”

You’ll soon recognize that if you ask too many of these questions, your conversation partner will feel like they

are under interrogation, so use them carefully.

Pause.

Many of us feel uncomfortable when silence overtakes a conversation, and we will fill the silence by

expanding on what was said previously.

Use reflective or mirroring questions.

For example, if an employee says “I just don’t feel interested in my work anymore,” you may respond by just

reflecting back to them, “Interested?” Then pause. Usually, the other person will provide you with an

expanded answer without you asking more questions or interrogating. These kinds of statements also serve to

focus or clarify and summarize without interrupting the flow of the conversation. They demonstrate your

intent to understand the speaker’s thoughts and feelings.

Paraphrase.

Reflect what has just been said in your own words. “So if I understand you correctly, you…” This technique

shows that you want to understand your conversation partner and that you want to be accurate. It also allows

the sender to hear back what they have said from someone else’s point of view.

Use summary questions.



Summary questions are a helpful way of probing and winding up the conversation at the same time. “You have

spoken to your colleague about his foul language in the office, you have tried to ignore it, and you remain

concerned about the impact his swearing has on our visitors and staff. None of these techniques have worked

to reduce the amount of swearing and now you are asking me to intervene. Have I got it right?”

Here is another example: when we asked an employee why it would take until next week to finish the project,

one of her reasons was lack of cooperation from the production department.

Rather than come back with yet another question, you might just say “Cooperation…” in a reflective tone of

voice, and pause again. Usually, the other person will recognize that reflection as a clue to expand or provide

you with additional information.

Summary statements or paraphrases sum up what has been said, and will show that you have listened and

absorbed what’s being said. Don’t use them to take over the dialogue.

The summary is the stronger cue that the conversation is winding down on that topic. However, if necessary

or appropriate, you can follow this up with a fact-finding question (usually a closed question), such as, “Did

you want to say more about the issue?”, or, “Do you have any other suggestions?”

The Communication Process

Process Overview

When dealing with an employee who is agitated or emotional (for example, very excited, frustrated, or angry),

it can help to have a framework that we can use to guide our words and actions. We find this simple process

to be very helpful.

Breaking Down the Process

State Your Side

Inform Direct Criticize

Build a Bridge

Ask open questions to find out opinions, ideas, and feelings

See Their Side

Encourage them to talk Recognize ideas



The first step is to acknowledge the employee’s side.

o Acknowledge what they are feeling.

o Encourage them to talk about their feelings.

o Acknowledge their ideas for ways to deal with these feelings or to ease the situation.

The middle item is the bridge between you listening and you talking. You ask open questions to find out their

opinions, ideas, and feelings. Only after employees have had their say do you go to the bottom three items in

the funnel and:

o Inform people

o Direct them or give them instructions

o Criticize what they are doing

Tips and Tricks

Here are some other tips for good communication:

o Focus on the goal (what you want to achieve).

o Pick a time and place that are conducive to having this conversation.

o Tailor the message to the other person’s language, posture, background, etc.

o The outcome cannot be just what you want to happen; you must maintain the other

person’s self-esteem, build trust, and establish good rapport for the future.

Success is going from failure to failure without the loss of enthusiasm!

WINSTON CHURCHILL

Section Five: Motivating Employees

To Motivate or Instigate

Motivation is a tricky subject. As managers, we used to talk in terms that said the only way to get a person to

do something was to make them want to do it in order to get something they want or avoid something they

don't want. Pay them or punish them. This discussion included terms of managing people with a whip, a

carrot, and a plant.

The Carrot



This represents incentives and rewards. This could be time off, pay bonuses, or promotional gifts like jackets.

One construction company found the best motivator for their crews was to give them Friday afternoon off if

all their work was done and done well, and all their objectives had been met.

While this approach may work in some instances, it’s been demonstrated that offering carrots often actually

reduces productivity. You can see excellent descriptions of repeat experiments from a range of job types in

Daniel H. Pink’s book Drive: The Surprising Truth About What Motivates Us.

The Whip

This represents threats and consequences. Although such techniques are often perceived negatively, they do

have their place in the workplace for short-term goal achievement for the manager. In other words,

employees never respond positively to this management style, but if the boss cracks the whip, they will get

things done. Consequences for poor performance may include suspension and termination, of course, but

those are big clubs and sometimes we just need a little stick. Smaller reactions might include no recognition,

no promotions, or disciplinary interviews.

However, we must remember to recognize people when they do something good (and let’s agree on

something here: there is a lot more good work going on than there is poor work). If we continue to ignore

people after their good work, our concept of consequences will backfire.

The Plant

This represents a positive environment. It suggests many things a supervisor should strive for: employees

knowing their work is important, an open atmosphere, fair dealings with all, training, good lines of

communication, a feeling of support by the supervisor, and a feeling of self-esteem.

What Do You Think?

You may have heard about people who have a hobby and they are fantastic at it. Maybe they like to do

carpentry, paint, write, or sculpt. You’ll say, “Wow, you are really good at that. You should do it for a living.”

And they’ll say that doing what they love for money would take all the fun out of it. You might shake your

head at them, but what they say is true: once they lose the passion for and activity, the results will change.

In his book Drive: the Surprising Truth about What Motivates Us, Daniel Pink examines the success of sharing

through open source projects. Some of the most successful tools around (such as Mozilla, Linux, and

Wikipedia) were all developed by people who were doing the work without being paid. He also looks at pay

for performance incentives that measurably lower results. For linear, predictable tasks, incentives can

temporarily lead to greater production. However, when we are looking for more creative results, problem

solving, or innovation, pay for performance typically backfires. If we pay people to donate blood, we get fewer

donations. When we reward a lab monkey to solve puzzles, they solve less. When we reward children for

drawing pictures, they draw less.

High levels of creativity result from tasks that we find interesting, challenging, and captivating. This includes

things that we often ask from our staff, like problem solving, planning, thinking out of the box, and completing



projects. Our task is to create a climate where staff’s internal motivation will activate their own performance.

In order to be successful, supervisors need to know their staff, what motivates them, and how to create a

climate that they find stimulating.

The truth is that we can’t motivate other people. Motivation is intrinsic (meaning it comes from within).

However, what we can do is provide the right atmosphere for employees to identify their own motivations,

link into them, and respond.

If you can count your money you don’t have a billion dollars! J.PAUL GETTY

Orientation and Onboarding - The First 48 Hours

Why Have Orientation?

Companies spend a lot of time and money recruiting and hiring new employees. Once the hiring decision has

been made, many managers feel their job is done. Once the new employee arrives for work, there is very little

formal attention paid to reinforce the notion that the employee made the right decision and that they have

come to a well-organized, well-run company.

The orientation program actually begins during the interview process, as interviewers give the employee some

sense of what the organization is like. The orientation continues either planned or unplanned when the

employee arrives at work. The employee is making up their mind about what type of company this is and

whether they will want to continue working here.

Most employees arrive for work that first day full of enthusiasm and determined to do a good job. Sure, they

are a little bit nervous, but they are confident everything will work out. A poorly-planned or non-existent

orientation program will cost the organization more money in the long run and perhaps make the new

employee another turnover statistic. You also need to remember the importance of providing an orientation

for part-time employees. Over the long term your organization loses if they don't feel you recognize them as a

part of the team.

Orientation

This is the initial exposure to the company that takes place in the first couple of weeks on the new job. It is

how you share your policies and procedures, introduce the new person, and help them get up and running in

the new environment. It can include on the job training, short safety courses, as well as any certifications that

need to be secured as the employee starts their new job. (Things like defensive driving, first aid, and company

specific tools and software could be included here.)

Onboarding

Onboarding starts during orientation, and can go on for as long as 18-24 months. This is the training and

engagement process that helps to link the person to the organization, and where there is an exchange of their

value and growth being productive for the company. Onboarding can include a plan for professional

development, training, and succession within the new company.



How Did Your Orientation Rate?

Questionnaire

Think back to your first day on the job with your current company. Read each statement and check True or

False as it relates to the orientation you received.

Statement True False

I was made to feel welcome.

I was introduced to other members of my workgroup.

My boss paid attention to me and made me feel welcome.

My orientation seemed well planned.

Company benefits were well explained on the first day.

My office or workspace was set up and waiting for me.

I received a tour of the organization by a qualified person.

All the necessary paperwork and forms were available and I received assistance to

complete them properly.

I received a copy of relevant information such as the Employee Handbook, Operations

Manual, etc.

I learned about the company’s history and future plans.

My supervisor reviewed my job description with me and outlined his/her expectations of

me.

I was invited to lunch that first day with my boss or some other key person.

I met people from other departments.

I was able to observe colleagues at work before starting a task.

I was given a specific job assignment, along with instruction or training.

Office hours, dress code, sick leave, and other policies were explained to me.

I was shown the necessary systems (telephone, computer, etc.).



Statement True False

I had opportunities to ask questions.

Payroll policies (and withholdings) were explained to me the first day.

At the end of the week I felt like a member of the team.

Scoring

How did your orientation rate?

o 18-20 True: Your orientation was outstanding.

o 15-17 True: Your orientation was above average.

o 11-14 True: Your orientation was average orientation.

10 or Less True: You have an opportunity to help your organization improve its orientation

process.

Money can’t buy you friends, but can get you a better class of enemy

SPIKE MILLIGAN

Training Tips and Tricks - Developing Your Training Skills

New employees learn most of their job specific skills on the job. As their supervisor, you will often have the

task of training people in their new role. You will be, in addition to everything else, a trainer. The following

characteristics are necessary to do a good job with delivering training.

Desire to Teach

A person who does not like training assignments will probably fail to completely transfer learning. People who

do not enjoy public speaking will have the same problem. A person who enjoys helping others learn, on the

other hand, will probably enjoy delivering training and have better results.

Working Knowledge of the Job

A trainer does not have to be an expert in the job, but unless they can competently explain and demonstrate

the job tasks, the training will not improve performance.

Ability to Convey Understanding



Some people have difficulty communicating what they know. They may talk very slowly or too rapidly, or use

complicated language that confuses trainees. These people are not effective trainers.

Patience

Training requires an objective, patient personality. Employees must feel that the trainer wants to help them, is

interested in their growth, will be patient with their mistakes, and will be pleased by their success.

A Sense of Humor

Nothing keeps employees more alert and attentive than a sense of humor. The wise trainer realizes that 45

minutes of instruction and five minutes of laughter achieves much more than 50 minutes of straight

instruction. Remember to keep the focus on humor that is not hurting anyone’s feelings. Self-deprecating

humor is usually safe, as are activities that allow trainees to relieve some stress and share laughter together.

Time to Train

Even the best trainer is likely to do a poor job if their schedule is already overburdened. Training includes time

to prepare properly. Preparation may include a range of activities, from research and writing, to creating

training materials and visual aids, to developing follow up plans and measurement tools.

Respect for, and by, Trainees

If the trainer is not respected by the trainees, for whatever reason, the trainees will gain minimal benefit from

the training.

Enthusiasm for Training

If the trainer is enthusiastic as they undertake training activities, this is likely to carry over to the trainees

themselves. Trainers can deliberately increase energy levels in training by altering their own demeanor and

through focused activities. At the same time, a trainer’s attitude and approach can also sap the training room

of energy and create a negative experience.

It’s hard to lead a cavalry charge if you think you look funny on a horse! ADLAI

STEVENSON

Providing Feedback - Six Characteristics of Effective Feedback

One goal of feedback is for it to contribute to an improvement in future performance. Even when it does not

lead to a desired level of performance, the feedback meeting itself provides the platform to discuss

expectations, results, motivation, and how to succeed. For employees who choose not to perform at an

adequate level, the meeting serves as a benchmark within the larger performance management arena. If an



employee refuses to comply, has been supported and coached to do well, and continues to refuse, then the

supervisor has the necessary means to move into a disciplinary performance management plan.

When feedback is perceived to be negative (because of our own behavior, or perhaps because it is not well

delivered), people will naturally try to avoid it, or at least minimize the negative effects. However, we need to

let people know that it can be a great tool for personal development, especially when we include information

on both the issues and the possible solutions. With this in mind, let’s delve deeper into the six major

characteristics of effective feedback.

In Private

Feedback should be given in private if your comments can be embarrassing, and a formal feedback meeting

should always be held in private. While some people like the attention that comes from sincere praise or

celebrating an accomplishment in front of others, some do not, and no one wants negativity shared in front of

their peers. (This should be apparent without having to state it, but sometimes we get excited and forget!)

Balanced

Balance in this context is about designing the feedback session so that, even though there may be constructive

criticism required, the employee does not feel attacked, or that all you have to say about his work is negative.

We recommend that you avoid the older form of “sandwich approach” (by making a positive comment, a

negative, and then a positive). However, you should still start any feedback with a positive comment about

some aspect of the employee’s work. If you are not comfortable with this, or not good at small talk, write

some comments down ahead of time to keep yourself focused. Your employee will appreciate that you get to

the heart of the meeting quickly instead of letting any anxiety build. Feedback that is delivered in specific

terms and in a sincere manner is usually accepted well, even when we are receiving criticism.

Relevant

Keep the conversation focused on feedback that is relevant and job related, and to things which the employee

has control over. For example, complaining about the way a letter looks when the employee only has access to

an ancient printer that adds lines to everything, or asking for a sophisticated looking brochure when there is

no budget provided for the proper paper and licensed photography, only adds to the employee’s stress and

frustration.

Specific

Avoid general statements when you deliver feedback. “You seem unmotivated,” is not nearly as helpful as,

“You arrived late to work at least three days a week, your last two assignments were late, and you did not

attend the new employee lunch last week.”

Documented



Base your comments on documentation, facts, and your own observation. Don’t rely on what another

manager or a colleague told you, or what someone overheard, when you should be available to monitor what

is going on yourself.

Personal (In the Right Way)

Compliments or criticisms that are directed generally toward the team are meaningless to an employee. “We

just don’t seem able to get out error-free invoices,” is not as constructive as, “Three of the last invoices you

sent out had errors in them.” Describe the behavior that is unsatisfactory, rather than judge a person because

of it. Base it on their actions, and don’t make a personal attack on the individual.

Receiving Feedback

Accepting criticism from others can be really difficult. We often hear criticism as a very personal attack on

behavior that we already may not be proud of. It helps to think about criticism as feedback and as something

to help you improve. This is what we refer to as positive intent.

While you may hesitate in doing this, it can be an outstanding opportunity for you to grow. It also means that

you are going to follow up a feedback session by asking the other individual if your feedback was helpful,

sensitive to their needs, and respectful.

Here are some tips on accepting criticism.

Listen attentively.

Make sure you understand the criticism and what needs improvement. You may even want to paraphrase the

other person’s remarks.

Ask for details.

Find out as much as you can about the incident(s) described. Ask lots of open ended questions to gather all

the information that you can.

Find something to agree with.

You don’t need to say that you were wrong if you weren’t, but it does do a lot for your own integrity for you to

say that you were wrong if you were. Of equal importance, you need to acknowledge the person’s right to

criticize and to recognize the importance of the person’s concerns. If you cannot agree with the other person

about any aspect of the criticism being offered, you could be perceived as rejecting the person as well.

Try not to take their comments personally.

If they’ve learned anything about offering feedback, they will know they need to speak to your behaviors and

not your personal self, but not everyone knows this. Consider that they are being brave and offering feedback

(not an easy thing for most people to do) as an opportunity to improve yourself.

The best way to appreciate your job is to imagine yourself without one!

OSCAR WILD

Doing Delegation Right - What is Delegation?



Effective delegation is one of the most valuable skills a manager can master. It reduces a manager's workload

and develops employee skills. Delegating prepares employees who work for you to be able to handle your

responsibilities and simultaneously allows you to advance to other career opportunities within your

organization.

The essence of supervision and management is getting work done through the efforts of others. Therefore,

the supervisor or manager can decide (and must decide) what they are responsible for directly (those things

they cannot delegate and empower others to do) and what others can do. They still maintain the authority,

but they have passed the responsibility to someone else. They have empowered them to do those things.

Delegating involves trusting someone else to do a task for which you will ultimately be held responsible. It is

not giving them tasks to do. Rather, delegation is systematically assigning whole jobs to people who work for

you.

What is responsibility?

o The accountability for reaching objectives, using resources properly, and adhering to

organizational policy.

o The obligation of a person to carry out the assignments and functions given him or her by

a person or persons of higher authority.

What is accountability?

The understanding that a person accepts responsibility for completing the task at hand and

for the results of their efforts.

Never interrupt your enemy when he is making a mistake! NAPOLEON

BONAPARTE

Dealing with Conflict - The Conflict Resolution Process

There are six steps to use when your employees are in conflict:



Generally there are four times when supervisors should get involved in a conflict.

o When the employees who are in conflict come and ask you for help.

o When the other employees come to you and ask you to step in.

o When productivity and/or morale are dropping because of the conflict.

o When not dealing with the conflict is starting to make you (as a supervisor) look bad.

The Problem Solving Process - The Problem Solving Model

Problem solving skills are essential for dealing with conflict and keeping your team on track.



Breaking Down the Model

The first stage of problem solving involves proper identification of the problem. This stage is vital since it will

enable you to generate the right solutions. Do not rush this stage: make sure you know what the problem is

before you proceed.

The second stage involves creativity and decision making. This stage revolves around identifying your options

and deciding which option will be the best to solve your issue.

The third stage is about implementation: making a plan and implementing the ideas generated in the second

stage.

An expert is someone who is called in at the last minute to share the blame! ANON

Managing Disciplinary Issues - What is Discipline?

Discipline is part of running an efficient organization. The word "discipline" comes from the word "disciple,"

which means "to mold or teach." Discipline is not meant as a negative term, although people often think of it

in terms of punishment. Discipline can and should be viewed as a positive part of a supervisor’s

responsibilities. Training and motivating are equally important parts of positive discipline. It is also perhaps the

most volatile, explosive, and sensitive area in employee relations.

If you are like most supervisors, you find giving corrective feedback (which is still a form of positive discipline)

a distasteful task. Still, it is essential that you do so. You can make it less traumatic on both of you if you follow

these suggestions.

o Be positive.

o Be prepared.

o Be realistic.

o Make feedback a part of a two-way conversation. Give and receive feedback.

Phase One: Problem

Identification

Identify apparent problem

Seek and analyze the causes

Define the real problem

Phase Two: Decision Making

Identify alternative solutions

Choose the best solution

Phase Three: Planning and

Organizing

Plan a course of action

Implement



The session will have been a success if the employee leaves feeling the issues are important, appreciates your

comments, and is committed to correcting the problem.

Correcting minor problems as they happen can go a long way toward preventing major problems down the

road. (Remember that expression earlier in the workshop, “A stitch in time saves nine?”)

The Disciplinary Meeting

Discipline is usually a last resort step where an employee has been trained, coached, and reprimanded, and

performance remains unacceptable. The process begins with a meeting between the employee, the

supervisor, the human resource officer, and sometimes a more senior manager in the company. It will also

normally include a shop steward in a unionized company.

The meeting clearly outlines the problem behavior and the attempts to find some resolution. The employee is

clear about why they are having this meeting. At the conclusion of the meeting, the employee is made to

serve some kind of penalty for their behavior, such as being suspended for one to three days with pay. The

employee’s job for that period of time is to think over options related to keeping their job or not. If they wish

to remain with the company, they will come back with a plan for improving performance. If they decide to

leave the company, then they have had these few days to make that decision as well.

When the employee returns to work, the same group of people meets again. If the employee’s decision is to

stay, the group agrees to the employee’s plan of action or they hammer out one of their own to which the

employee will agree. If there is no agreement, the employee is usually terminated. This was, after all, their last

chance. However, if things work out well, the employee remains and their performance improves.

A Sample Discipline Checklist for a Supervisor

Proof rule was posted prior to incident

Proof employee was aware of rule prior to incident

Proof rule was consistently enforced

Proof rule(s) given to union, if applicable

Item(s) involved retained for evidence (if applicable)

Signed and dated witness statements retained for file (if applicable)

Documents, policies, and reports retained for file (if applicable)

Police and medical reports retained for file (if applicable)

Legal statutes reviewed and complied with (if applicable)

Proof alternatives were offered to employee (if applicable)

Proof employee’s explanation or request was given reasonable consideration and

recorded (if applicable)

Proof of time, date, and location of incident are accurately recorded

Proof of work average re: attendance or lates (if applicable)

Proof all events, observations, and actual statements are accurately recorded

Proof employee given instruction or training (if applicable)

Proof employee and/or union received all relevant correspondence



Proof proper investigation was finalized

Proof all personnel file requirements have been met

Proof of previous discipline record and previous discussions with employee have been

finalized and recorded (if applicable)

Proof collective agreement clauses relating to union representation and timelines have

been met

Proof second management opinion obtained (if applicable)

Proof all evidence double-checked for accuracy

Proof decision finalized as quickly as possible

For maximum attention nothing beats a good mistake ANON

Recommended Reading List

Bennis, Warren. On Becoming A Leader (4th Edition). Perseus Publishing, 2009.

Blanchard, Kenneth H., Paul Hersey, and Dewey F. Johnson. Management of Organizational Behavior (9th

Edition). Prentice Hall, 2007.

Blanchard, Kenneth H. Leading at a Higher Level: Blanchard on Leadership and Creating High Performing

Organizations. Pearson Education, 2009.

Bradt, George B., Jayme A. Check, and Jorge E. Pedraza. The New Leader's 100-Day Action Plan (3rd Edition).

Wiley, 2011.

Godin, Seth. Tribes: We Need You to Lead Us. Penguin, 2008.

Kouzes, James M., and Barry Z. Posner. The Leadership Challenge (5th Edition). Jossey-Bass, 2012.

Parker, Glenn M. Team Players and Teamwork (Revised). Jossey-Bass, 2008.

Pink, Daniel. Drive: The Surprising Truth About What Motivates Us. Riverhead Books, 2009.

Senge, Peter. The Fifth Discipline. Currency, 2006.

Watkins, Michael. The First 90 Days: Critical Success Strategies for New Leaders at All Levels. Harvard Business

Press, 2003.