Supervisor's Role In Goal Getting, Planning, And Achieving Positive Results

Use Part II “Managing for High Performance” in the attached book chapter.

(1) Use the SMART (Specific, Measurable, Attainable, Relevant and Time-bound) traits to establish goals for your educational career.

Requirements:
a. Ensure each goal is SMART
b. 3-5 goals
c. Explanation of what you hope to achieve with each goal.
d. What difficulties you had in establishing goals.

For example, if you say “didn’t have enough information,” you should also state what information you would have needed.

Do not use any of the goals found on page 25 of your text. You may use them as a reference.

(2). Have a counseling session with a friend, co-worker, or family member. Summarize your results in the Forum post. How do relationships influence our ability to effectively counsel someone (does the relationship help, hurt?)?

(3). Explain one disciplinary technique you either have used or had used on you. Based on the reading, was the technique proper? Explain why or why not.

Minimum 250 words, cite the book chapter as reference.

Managing for High Performance

—Mary Kay Ash Founder, Mary Kay Cosmetics

P A R T 2

“ My experience with people is that they generally do what you expect them to do.”

<i>Excellence in Supervision : Essential Skills for the New Supervisor</i>, edited by Debbie Woodbury, et al., Course Technology Crisp, 2001. ProQuest Ebook Central, http://ebookcentral.proquest.com/lib/apus/detail.action?docID=3116904. Created from apus on 2019-10-15 12:21:34.

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Performance Management

“How do I motivate people?” This is the question that supervisors and managers ask most commonly. The answer is the key to managing for high performance.

A mid-sized company was confronted with new competition. A number of its customers defected to competitors. Sales management set new standards for sales performance, conducted additional sales training, and created better incentives for success. The company’s growth rate improved. Notice the strategies—goals, training, and recognition.

All people are motivated. It’s just that some people aren’t motivated to do what you want them to do. Practical experience and research give clues to key performance- management skills.

Key Skills for Managing Performance

Set clear expectations and goals

Give positive feedback

Handle performance problems effectively

Supervise with flexibility

Let’s dig into the details of these practices so you can “get into action!”

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THE BENEFITS OF MANAGING PERFORMANCE Think of the supervisors you have worked with. Have they all set goals, given lots of feedback, handled problems positively, and supervised people with flexibility? Probably not.

Why don’t more supervisors use these skills? Compare some of the benefits of using them to the obstacles that keep supervisors from exercising them. Add any additional benefits and obstacles you can think of.

Benefits Obstacles

Why use these skills? Why aren’t they used more?

Builds confidence in employees Don’t know how

Clarifies goals and expectations Don’t think the skills work

Generates pride in a job Don’t want to change

Increases job satisfaction Don’t have enough time

Creates willingness to go the extra mile Have tried and it didn’t work

Relieves job boredom or routine Laziness or apathy

Increases productivity Accept mediocre results

Other: Other:

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Setting Expectations and Goals All good performance begins with clear expectations and goals. Without these, employees seldom reach their potential. Unfortunately, nearly seven out of 10 supervisors and managers fail at it. Excellent supervisors do it well, and so can you.

A customer-service supervisor had poor customer-survey results in his department. After attending a seminar, he refocused his performance-management skills. With employee input, he set customer-satisfaction goals and a recognition plan for making progress and for accomplishing the goals. After six months, the department’s customer-service ratings were better, and employee morale was extremely positive.

Supervisors must establish standards for performance. This way, employees will know what good performance looks like. Then you’ll be able to evaluate more readily whether performance meets or exceeds expectations. Standards are most often written in terms of the goals to which they relate: quantity, quality, accuracy, timeliness, service, and relationships.

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How to Establish Clear Expectations Establish clear expectations by meeting with employees one-on-one. How frequently you do this will depend on the employee’s experience level. Set up monthly or quarterly one-on-one meetings with experienced employees. Meet with inexperienced employees one-on-one during job training and in weekly or monthly sessions. The meetings should address the following issues:

Explain the job during the hiring process. Make sure you are involved in the hiring of your employees or at least have some input. Go over the job description during the interview.

During the initial meeting, create a job description or job-duties list for the employee. If the person is experienced, write the job-duties list together. If the person is inexperienced, you make the list. See the sample on page 24.

Plan to review the job duties and goals regularly together. Focusing on priorities and goals, ask experienced employees for their input. Also ask them what they do well and what they can improve. Put the resulting decisions and agreements in writing so the two of you can review for progress later.

With new employees, review the first day on the job and at the end of the first week. While this requires time, it will help the employee understand the job and succeed.

In addition to the one-on-one meetings:

Focus on key job duties, goals, and results during monthly departmental or work-group meetings and in special training sessions you may conduct.

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How to Set Goals In each of the one-on-one meetings, you’ll also discuss the performance goals or “standards” of the job. For most jobs, you determine three to five goals related to the priorities of the job. A goal needs to be SMART. This means:

Specific Measurable Attainable Relevant Time-bound

Effective goal setting increases performance and productivity. Examples of goals are on page 25. (Just a note: some supervisors have 40 to 100 employees. This is unfortunate. The best range is seven to 10. It is nearly impossible to meet one-on-one with 20 or more people, so if you do supervise a large work group, team people up by job function. Identify team leaders to help you with the expectation-and-goals process.)

The biggest obstacle supervisors face in goal setting is finding adequate time to do it. Remember these two points:

Lack of clear expectations and goals relates to 80% of performance problems

Research shows that goal setting can improve performance 25% in areas where it hasn’t been applied

Now, let’s apply the material we’ve been talking about:

Step 1: Review the sample job description on the next page

Step 2: Review the sample goals on page 25

Step 3: Complete “Establishing Clear Expectations and Goals” on page 26

First, apply it to an employee you will work with. Then continue this process with all of your employees. Do this regularly, and people will perform better.

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SAMPLE JOB DESCRIPTION

Customer Service Clerk

Overall Responsibility:

To ensure efficient department operations; provide prompt, friendly, courteous customer service; and maintain high-quality products for customers. This position reports to the Customer Service Supervisor.

Job Functions/Duties: Customer Service

• Answer customer questions and complaints in a friendly, helpful, prompt manner or refer questions to the appropriate staff.

• Issue credits to customer for returned items as referred by cashiers, and ensure items are properly restocked, repaired, or disposed of.

• Help customer with placing and picking up special orders. • Ensure a pleasant shopping environment. • Provide price checks as requested by others.

Department Operations and Maintenance

• Clean up spills and messes promptly. Keep department working area in dean, orderly condition and retail area clear during shift.

• Accomplish what priority stocking needs to be done per shift. • Process leftover deliveries as communicated by department manager. • Communicate with supervisor and department manager any tasks needed to

be done or opportunities to improve. • Monitor all product for quality and dating. Pull products not meeting

standards. • Record damaged products accurately. • Understand and utilize proper sanitizing procedures used during food

preparation. Personnel

• Help create a safe work environment. • Maintain open, honest, and positive communications with all personnel. • Use time efficiently while performing job functions. Set examples for other

employees to observe.

Carry out appropriate opening and closing procedures as established by management. Deal with equipment breakdowns during shift as needed. Perform other job-related tasks assigned by management.

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SAMPLE GOALS

1. Complete all action items on the project within five months and on budget

2. Produce a daily average of 580 units this month

3. Reduce cost by 10% this quarter

4. Return all customer calls within 4 hours of receiving the message

5. Answer the phone within three rings 95% of the time

6. Achieve on-time delivery 97% of the time

7. Mail customer follow-up letters within 30 days after the sale

8. Achieve a customer-satisfaction index of 98% or better each month

9. Sell 10 units each month for the next three months

10. Reorganize the service database by August 15

11. Complete the financial statement by the, 10th day, of each month

12. Accomplish 90% or better productivity each month

13. Increase sales by 10% this year

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ESTABLISHING CLEAR EXPECTATIONS AND GOALS

Name:

Job:

Overall Responsibility:

Key Job Duties:

Mark priorities with an asterisk (*), mark strengths with a plus sign (+), and mark areas to improve with a check mark ( ).

Performance Goals (SMART):

Complete a copy of this form for each of your employees.

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Giving Positive Feedback

It’s been said that “feedback is the breakfast of champions.” Feedback can be positive or negative and, when used correctly and appropriately, both are acceptable means of managing employee performance. Clearly, it is more pleasant to give and receive positive feedback. When done correctly, constructive negative feedback can help employees better understand what is expected of them and how their actions contribute to success—for themselves and for the organization.

It all begins with positive recognition and praise. Over 90% of employees want more recognition. Have you ever received too much recognition? There are the basic principles to keep in mind.

Principles of Recognition Be specific “Thanks for staying late…”

Be as immediate as possible “Thanks for staying late tonight…”

Relate the recognition to the “Thanks for staying late tonight to activity/result complete that rush order…”

Relate the recognition to the person “Thanks for staying late tonight to complete that rush order, Bill…”

Be sincere and genuine “Thanks for staying late tonight to complete that rush order, Bill. I appreciate it.”

Give weekly recognition. “Good job meeting the deadline on that marketing plan this week.”

Praise progress, not just “Your response times are accomplishmen gettingcloser to your goal and I

appreciate how hard you are working on that.”

Positive feedback can also take the form of rewards and recognition, but be sure any such gestures also follow the principles above. And never assume the gesture takes the place of specific, personalized praise—tell the employee why he or she is being rewarded and add your sincere thanks.

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PROVIDING REWARDS AND RECOGNITION Put a check ( ) next to the things you can do to provide no-cost and low-cost recognition, and add your own ideas. Then outline a plan of what you intend to do, keeping in mind the principles of recognition.

No Cost

Say thank you

Praise an employee in front of others

Give recognition in a newsletter

Give out thank-you notes

Send a letter of praise to the family

Post positive comment letters on a bulletin board

Send verbal praise in a voicemail or email

Compliment an employee for effort

Give words of encouragement

Send your manager a positive memo about the employee and copy the employee

Low Cost

Buy the employee lunch Give out T-shirts or caps

Give $10 cash Award a trophy

Take people to a ball game Award a certificate

Give a gift certificate Distribute lapel pins

Your ideas and plans:

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Handling Performance Problems You will, at times, have to give negative but constructive feedback. It’s a key to high performance and motivation. If employees don’t know what’s wrong or don’t realize their mistakes, how will they improve? For example, Olympic athletes get regular positive and negative feedback from their coaches during workouts.

As a general rule, there are no bad people, just some with behavior problems. An employee in a mechanical-contracting company had a hard time completing important customer reports on time. In other areas of the job, he did fine. Just telling him to complete the reports didn’t change the behavior. Through regular review sessions, he improved.

Review sessions are one-on-one meetings for the purpose of giving constructive feedback to improve poor performance in an employee. A review session takes two general directions:

Counseling: use a mutual discussion process for occasional problems

Disciplinary: use a directive process for chronic or ongoing problems

When using either approach, keep the feedback simple and straightforward, and keep in mind the following principles.

Principles for Giving Constructive Feedback

Be as immediate as possible

Be specific about the problem

Clarify your expectations, goals, and plans

Avoid judgmental criticism

Treat the person respectfully

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Counseling Method Most employees want to do a good job. Could you even imagine an employee saying, “I’m no good. I want to fail.” Some employees just need extra help. It’s human to make mistakes. In these cases, sit down with them, privately, using these steps.

1. Identify the problem.

“I want to talk to you about being late to work. This is unacceptable because…”

2. Ask for the employee’s view.

“Please explain to me why this is happening.”

3. Seek the employee’s ideas on how to improve. Add your guidance.

Ask: “What can you do to improve?

“What else can you do?”

Add your ideas: “What if you try…”

4. Agree on a plan and put it in writing.

“So, the plan we discussed is…”

5. Establish a follow-up review of results.

“Let’s discuss results next week. Same time and place.”

This needs to be two-way communication. Conduct it in a positive way. Be constructive, not critical. Focus on the problem but do not threaten the employee’s self-esteem. Avoid judgmental comments like, “It’s stupid to do what you do,” or “You’re a poor employee because of this.”

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Disciplinary Method A different, but essential part of the supervisior’s job is to take disciplinary action when warranted. This may be warranted when an employee purposely violates company policy. Or when nothing you do—establishing goals, providing recognition, one-on-one communication, or even counseling—helps an employee to improve. It may come to the point where you need to fire the person.

To protect the employee’s rights, yourself, and your company, there are specific steps you need to take leading up to this final action. Most companies have disciplinary procedures that include verbal and written warnings. Be sure you are familiar with and follow those procedures. Here are general steps to follow in most cases:

1. Identify the problem.

“Sara, the reason I want to talk with you is that your service contracts are below performance. We have talked about this before and created plans for improvement.” (Include this statement if you actually have done this.)

2. State the expectation or goal.

“As you know, the goal of the department is…”

3. State the consequence.

“Because of the poor performance, I’m giving you this reprimand, which I’m also documenting in your file. Continued poor performance could lead to termination.”

4. Ask for employee comments, then summarize.

“Sara, what we have discussed is…. I believe you can do this, and my hope is that you improve.”

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Whenever you get to this stage, make certain that you:

Clearly understand company policies regarding discipline and termination. If not, get help from the human resources department or your manager.

Talk things over with human resources and your manager.

Are consistent and clear in setting expectations and goals, giving feedback, providing training, and communicating with the employee.

Discipline issues are serious for both the employee and you. The employee’s livelihood and self-esteem are at stake. The potential turnover can cause your company lost productivity, low morale, and wasted training dollars. Be sensitive, seek guidance, but also take action.

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IDENTIFYING PERFORMANCE PROBLEMS Which of the following performance problems do you anticipate you will need to address in the near future? Put a check ( ) next to any that relate to your current situation, and add any additional issues you are facing. Then make a plan to use either counseling or discipline to begin improving employee performance.

Potential Performance Problems

Poor service or workmanship

Absenteeism

Missed deadlines

Performance below expectations

Tardiness

Difficulty getting along with others

Customer complaints about the person

Critical or negative about work and the company

Poor communication

Lack of follow-through

Other:

Counseling or Discipline?

Describe a situation where you need to or anticipate needing to use the counseling method.

Describe a situation where you need to or anticipate needing to use the disciplinary method.

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Supervising with Flexibility Supervising with flexibility means working with employees according to their needs and situation. Remember, all employees need goals, recognition, and help with performance problems. While you will try to apply your approach and company policies fairly, you will need to supervise individual people differently to help them perform at their best. For example, some employees need more training than others, some employees need more pats on the back or recognition, and a few require a lot more direction from you. Behavioral scientist Dr. Ken Blanchard calls it, “Different strokes for different folks.” The first step involves analyzing an employee in two areas:

Motivation: This involves a person’s willingness and desire to do the job. Does the employee “want to” and believe she can do the job?

Skill: This area takes into consideration experience at doing a job. Does the employee have the knowledge and ability to perform well?

As a supervisor, your job is to help enhance employees’ willingness and ability to perform the job successfully. As already discussed, you can help employees increase their motivation and skills by setting expectations and goals, giving direction, and providing feedback. Another key to excellence in supervision is flexibility: determining how to best help each employee, according to the individual’s current needs and situation. As you gain experience, you will develop a variety of tools and techniques that work for you. Initially, however, you can apply two basic approaches for managing for high performance: The Relationship Approach (RA) and the Training Approach (TA).

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Relationship Approach As you recall from Case Study 1, supervisors can negatively influence their employees’ motivation to do the job. There is no good excuse for this. Certainly, there will be a time when nothing you do as a supervisor seems to change a negative attitude. You won’t win them all. But an excellent supervisor positively improves the performance of a department or work group and is invaluable to the company. Excellent supervisors apply the right approaches that motivate and train their employees for greater success.

A new supervisor was once asked by the president of her company, “How do you motivate people?” She responded by saying, “All people motivate themselves for their own goals. However, I will create an atmosphere in my area where they decide to be excited and motivated to reach our department goals.” The president smiled and welcomed the new supervisor to the company. The Relationship Approach means creating a positive and motivating work environment. When using this method, you focus more on the person’s motivation than on his or her skill. You spend more time encouraging and supporting than training.

The best supervisors use goals, performance counseling, and recognition as key strategies with all employees. They also seek to better understand each individual. What is their “hot button?” In other words, what motivates them? For example, if it is fishing, ask them about it once in a while. Other actions to take include:

Encourage the employee

Ask for input and listen to the employee’s ideas

Solve problems with the employee

Be positive and enthusiastic

Check in with the person every day

Give regular praise

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Understanding Employee Needs

In a survey, Total Qualify Newsletter found people to be motivated by these top five issues:

1. Challenges (goals, risks, change, learning)

2. Recognition for a job well done

3. A feeling of being in on things (teamwork, input, opportunity)

4. Job security

5. Money

Unfortunately, most supervisors and managers think money is the most important motivator. As a supervisor, focus on the top three areas listed above and you will find you have a highly motivated, high-performing group of employees. You will find that even your most experienced employees can reach new levels of accomplishment when you help renew their enthusiasm by providing for these needs and building strong relationships and trust.

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Training Approach A supervisor is often required to do on-the-job training (OJT) for employees who are inexperienced in a particular job, task, or skill. With OJT, you invest more time in training and less on motivation.

OJT begins with clear expectations and goals, as we discussed earlier. Then, either the supervisor or a lead person needs to teach and guide the inexperienced employee on how to do a job or task. A lead person is a highly skilled employee with a willingness to help others learn on the job.

For OJT to be effective, it involves four basic phases, called P3+E.

PresentDescribe, in detail, how to do the job. First, give an overview of the process. Then describe each step in the process, one at a time. It is helpful to have instructions that have been written as procedures. Finally, demonstrate how to perform the task as you explain the steps again.

PracticeGive the employee an opportunity to try doing the task, usually one step at a time. Encourage the person and correct any mistakes. Include enough practice until the person does it right a few times. Then move on to the next task or training phase.

PerformAllow the employee a trial to perform solo. Do this for a reasonable period of time for the job.

+ EvaluateAfter the trial period, review results. Point out the positives and correct any errors constructively. If the employee needs more training, start over with the Present phase. If not, extend the trial period or begin training on a new task or goal.

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Most supervisors go from Present to Perform, which isn’t effective. If you use lead people, make sure you teach them how to use P3+E. In fact, use this approach to teach your leads how to train other employees.

Excellent supervisors also encourage employees to participate in company-sponsored training opportunities. If your company offers courses or sends employees to outside programs, encourage your employees to participate. Plan for their involvement in two to four sessions a year. While this could leave you temporarily shorthanded in the near term, in the long term your employees will perform better in their jobs and productivity and quality will improve.

Performance Assessment

Another aspect of supervising with flexibility is assessing the employee’s performance level. Is the level below expectations (B), meet expectations (M), or exceed expectations (E)?

Performance can be assessed on an overall basis or on the basis of meeting specific criteria. For example, a salesperson in a financial company may be rated on overall company performance, based on sales revenue. To assess performance in specific areas, you would need to look at individual standards or goals. For example, a computer technician might be rated separately on these areas of performance:

In this example, the computer technician is doing fine in the first two areas. In the third, it is determined that his lack of cooperation with peers is causing production delays. The supervisor is coaching him in this area.

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APPLYING A FLEXIBLE APPROACH Assess your employees using the chart below. Then make a plan to improve performance, as needed, using either the Relationship Approach (RA) or the Training Approach (TA). This is an immediate way to apply the strategy of supervising with flexibility.

Rate each employee’s current level of motivation, skill, and results. Then determine a course of action for improvement.

M=Motivated LM=Lacks Motivation S=Skilled US=Unskilled B=Below Expectations M=Meets Expectations E=Exceeds Expectations NAS=Nonassertive

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A new team leader position became available in a manufacturing plant. Three

employees were recommended to the supervisor for the promotion-Joe Blue,

John Evers, and Maria Sanchez. Joe has been with the company for 18 years and

is highly skilled in the technical aspects of the operation. He is a loner and seldom

talks to anyone. John has been with the company for 10 years, and his job results

meet expectations. He gets along well with his co-workers and participates in

many after-work activities with them. Maria has been with the company 12 years.

Her productivity exceeds expectations, and she is rated among the best in the

company. Most of her co-workers are male, and they often good-naturedly kid

her for working so hard.

1. Which employee do you think would transition to team leader most successfully?

Why?

2. What are reasons you didn’t choose the others?

CASE STUDY 2

Compare your responses to the author’s suggestions in the back of the book.

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Strategies for Managing Performance

Review the strategies and put a check ( ) next to the ones that can work best for you. Add the selected strategies to your action plans.

Hold a meeting with your work group (if you haven’t already done so). Explain your excitement about the job, your desire to help, your expectations for positive results, and your goal to meet with each of them one-on-one. Answer any questions and share any company information that is new. This is particularly helpful if you supervise former co-workers or friends.

Meet with each employee one-on-one for 15 to 20 minutes. During that time, focus positively on:

Getting to know the individual or just talking about the job

Asking for help or suggestions from the employee

Reviewing your overall expectations

Outlining the goal-setting process

Note: If you have 10 or more employees, do the above in small groups or identify team leaders to meet one-on-one with employees. Take time to train the team leaders in effective one-on-one communication skills.

Be available to employees. Every day, observe your employees in action. Talk to them informally. Help out with problems if necessary. Be constructive. Be a good listener. Praise progress and be encouraging. Notice areas that need improvement and begin identifying ideas where you can make positive changes.

Make an effort to work cooperatively with other work areas or departments. Get to know the other supervisors. Be a good listener to learn how your area can do a better job. Be positive and try not to get caught up in negative feelings or complaining.

Make necessary changes. If the department or work areas are performing poorly, make changes more quickly. Be sure to talk the changes over with your manager first. Also, thoroughly explain the why and how of all changes to your employees. If the work areas are performing well, make changes more slowly.

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