A course to assist new hire supervisors and provide them with the tools and knowledge to ensure success within their department

 

 

 

 

 

 

 

 

SUPERVISORY SKILLS

 

LEARNING ACTIVITIES

 

NEW MANAGER TRAINING

LEARNING ACTIVITY 1 Embrace Your New Role Objectives Participants will be able to List how a supervisory role differs from a nonsupervisory role State several advantages and drawbacks of their new roles Materials Handout 1 Embrace Your New Role Chime or bell optional Time 20 minutes Instructions 1 After you welcome everyone tell them that you want to help them make the transition from worker to new supervisor 2 Ask them to turn to Handout 1 and tell them that they have two minutes to write just one answer under each question 3 After 2 minutes say that just as they probably did not have much time to prepare for their new role they are going to dive into this workshop Instruct them to meet someone they do not know or do not know well introduce themselves and share what they have written on their handouts After 2 minutes signal them to find someone else to share their comments with Let them know that there will be five rounds so they will meet five different people Original material by Elaine Biech 2015 Association for Talent Development ATD Used with permission NEW SUPERVISOR tra in in g 1
LEARNING ACTIVITY 1  Embrace Your New Role Objectives Participants will be able to      List how a supervisory role differ...
LEARNING ACTIVITY 1 continued 4 Signal every 2 minutes by shouting clapping ringing a bell or other way to get them to meet someone new After five rounds call time and ask them to return to their seats 5 Use the questions below to debrief the activity Variations If participants already know each other they do not have to walk around to talk to the others This activity will demonstrate that you expect them to be involved and actively participating throughout the workshop Discussion Questions for Debriefing What are some of the ways you see your roles changing What themes did you hear that excite you about this role change What themes do you have concerns about How do you hope this workshop will relieve some of those concerns You can expect to hear responses such as Now I am in charge of coordinating people and tasks Now my success depends on getting things done through others Now I must adjust from being a team player to a take charge leader Original material by Elaine Biech 2015 Association for Talent Development ATD Used with permission NEW SUPERVISOR tra in in g 2
LEARNING ACTIVITY 1, continued  4. Signal every 2 minutes by shouting, clapping, ringing a bell, or other way to get them ...
LEARNING ACTIVITY 2 What s Expected of You Objectives Participants will be able to Discuss what they think their manager colleagues and staff expect of them in the supervisory position Explore challenges and inconsistencies among these three groups of co workers Materials Handout 3 What s Expected of You Time 15 minutes Instructions 1 State that one of the differences of being a supervisor is that you have more responsibilities and more expectations coming from all directions from above your manager from below your employees and laterally your new team of colleagues 2 Ask participants to pair up with the person sitting next to them If there is an odd number in the group or at a table they can create a couple of trios Have them turn to Handout 3 3 Ask participants to review some of the expectations listed under the five supervisory competency categories Although at first glance they seem to be how supervisors will interact with their employees each has implications for what bosses and colleagues will expect from new supervisors as well Original material by Elaine Biech 2015 Association for Talent Development ATD Used with permission NEW SUPERVISOR tra in in g 1
LEARNING ACTIVITY 2  What   s Expected of You Objectives Participants will be able to      Discuss what they think their m...
LEARNING ACTIVITY 2 continued 4 Assign each pair one of the three categories manager employees colleagues Ask them to take 5 minutes to discuss and list what they think that particular group will expect of them 5 After 5 minutes debrief the exercise with these questions What will be expected of you from your manager Employees Peers What do you think will be the most difficult What kind of support do you have for this transition What skills do you think you will need 6 After 7 10 minutes of discussion help them realize that they will have to adjust their thinking to a broader role one that has expectations coming from all sides Remind them that the purpose of the workshop is to help them manage all these expectations Take care to keep this discussion brief so that you don t overly concern them about the multiple expectations Variations Instead of assigning a role each pair could select whether they prefer to identify expectations from their manager staff or colleagues Original material by Elaine Biech 2015 Association for Talent Development ATD Used with permission NEW SUPERVISOR tra in in g 2
LEARNING ACTIVITY 2, continued  4. Assign each pair one of the three categories  manager, employees, colleagues . Ask them...
LEARNING ACTIVITY 3 Competence Confidence and Commitment Objectives Participants will be able to Reflect on what they hope to achieve in the short term List competencies they wish to attain Discuss what will enable them to convey confidence State whether they are committed to what it takes to become a supervisor Materials Handout 4 Competence Confidence and Commitment Assessment 1 Essentials of Supervision results for reference Flipchart optional Time 25 minutes Instructions 1 Remind your participants that so far they ve considered how their role will change and the multiple expectations that will come from various individuals With their assessment results in hand they can now explore their hopes for the short term Prime the pump by asking these questions What competencies do you hope to learn in this workshop and over the next couple of weeks and months Original material by Elaine Biech 2015 Association for Talent Development ATD Used with permission NEW SUPERVISOR tra in in g 1
LEARNING ACTIVITY 3  Competence, Confidence, and Commitment Objectives Participants will be able to      Reflect on what t...
LEARNING ACTIVITY 3 continued What do you need in order to demonstrate confidence confidence not arrogance How certain are you that you are committed to do be and believe what is necessary to be a supervisor 2 Ask participants to turn to Handout 4 and take about 10 minutes to reflect on what has happened so far and to capture some of their thoughts on the page 3 Give a one minute signal and then lead them through a discussion about the three areas competence confidence and commitment Start with the easiest one competence That is what this workshop is about Ask what they have identified as skills and knowledge they need to learn in this workshop and perhaps following it You may wish to capture their insights on a flipchart page Comment on those that will be covered in this session Explain that although supervisors need to have a wide range of skills and knowledge they should not expect to know it all now 4 Next ask them about their confidence level They may wish to explore the issue of balancing confidence so that they don t come across as arrogant or superior They need to earn the trust and respect of their team peers and superiors but they also need to do it in a way that doesn t come across as overly confident Ask for volunteers to share what they need to do in this area This will be an individual need 5 Finally ask whether they are ready to make the commitment even with all the questions concerns and responsibilities that have been discussed so far Original material by Elaine Biech 2015 Association for Talent Development ATD Used with permission NEW SUPERVISOR tra in in g 2
LEARNING ACTIVITY 3, continued       What do you need in order to demonstrate confidence   confidence not arrogance       ...
LEARNING ACTIVITY 4 Promote Communication Objectives Participants will be able to explore the important role communication plays in being an excellent supervisor Materials Handout 5 Promote Communication one for each participant 2 copies of the support material for this activity Time 15 minutes Instructions 1 Pick up your cell phone and read only Role A of the script located in the support material at the end of this activity Treat it as if you having a phone conversation with Mike nodding your head and pausing at appropriate places to give the other person time to talk 2 When you finish reading Role A ask participants to explain what they think might be happening in this conversation based on what they heard 3 Ask for a volunteer to join you at the front of the room Read the conversation again this time ask the volunteer to read Role B of the script while you read Role A again Pause for impact at the end Original material by Elaine Biech 2015 Association for Talent Development ATD Used with permission NEW SUPERVISOR tra in in g 1
LEARNING ACTIVITY 4  Promote Communication Objectives Participants will be able to explore the important role communicatio...
LEARNING ACTIVITY 4 continued 4 To help participants to process this activity ask them these questions How has your perception of this conversation changed Why Have you ever been involved in a situation where you or someone else did not have all the information Have you ever heard others make up information when they don t have all the content 5 Now direct participants to turn to Handout 5 Ask them to examine the graph with a partner and then answer the questions on the handout 6 Lead a debrief of the exercise by asking the questions provided below Discussion Questions for Debriefing How do you interpret the graph on this page How is the survey data on feedback related to the phone conversation you just heard Think back to before you became a supervisor Does this data seem accurate The data covers feedback on areas in which employees need to improve and how to maximize their strengths What other situations did you feel you did not have enough communication What implications does this have for you as a supervisor Source Credit for this exercise is shared with Rodger Adair and adapted from E Biech ed The Book of Road Tested Activities San Francisco Pfeiffer 2011 Original material by Elaine Biech 2015 Association for Talent Development ATD Used with permission NEW SUPERVISOR tra in in g 2
LEARNING ACTIVITY 4, continued  4. To help participants to process this activity, ask them these questions       How has y...
LEARNING ACTIVITY 4 continued SUPPORT MATERIAL Promote Communication Script Role A Role B 1 Hey Mike 1 Hey bud found the AC problem I had to go to the attic to fix it 2 How was it up there 2 It was hot but I got the AC fixed 3 Cold 3 Just needed to replace the filters Now it is fine 4 Great For a while it got hotter than a cat with its tail on fire Speaking of that how is the CAT 4 The tractor is a total loss 5 Sorry to hear that man I knew it was 5 Hey it s not all that bad We re bad as soon as the fire spread through insured At least you and Gramps the cabin are safe That s all that really counts And if Grandma had heard what happened she would end her visit with Aunt June to get back and try to fix everything herself 6 Yeah I miss Grandma already As 6 Well you did what you could We ll soon as those flames took out the be renting a new CAT to finish instruments I knew we had to get out plowing the fields With a new or else tractor we can actually bury all the seeds in one day instead of going back and covering them by hand And Grandma won t be here to help either 7 Bury them What s wrong with letting them lie around so the birds can pick at them 7 Very funny I m not letting that happen this year We have been due for a new tractor for a few years now 8 Well gotta go Give my condolences to Grandpa 8 Will do You know how much he loved that old CAT tractor Original material by Elaine Biech 2015 Association for Talent Development ATD Used with permission NEW SUPERVISOR tra in in g 3
LEARNING ACTIVITY 4, continued  SUPPORT MATERIAL  Promote Communication Script Role A  Role B  1. Hey, Mike   1. Hey bud, ...
LEARNING ACTIVITY 5 Share What You Know Objectives Participants will be able to Recall past content related to communication and share it with other participants Review basic communication skills such as clear delivery active listening influencing others and facilitating effective meetings Materials Handout 6 Share What You Know One copy of support material that accompanies this activity 4 flipchart stands paper and markers located in the four corners of the room Time 60 minutes Instructions 1 Say The late Peter Drucker often noted that more than 60 percent of all management problems are the result of faulty communication Perhaps if he were alive today he might increase his estimate As supervisors you need to have a solid communication foundation All of us have had training read books and received practical advice about good communication This activity will help us recall what we know to use in our supervisory roles Use this script until you feel comfortable with the material and then feel free to make it your own Original material by Elaine Biech 2015 Association for Talent Development ATD Used with permission NEW SUPERVISOR tra in in g 1
LEARNING ACTIVITY 5  Share What You Know Objectives Participants will be able to      Recall past content related to commu...
LEARNING ACTIVITY 5 continued 2 Break participants into four groups and assign them one of the four topics listed on Handout 6 and posted on a flipchart page in each of the four corners of the room one topic per flipchart Clear Communication Delivery Active Listening Influencing Others Based on Style Facilitating Effective Meetings 3 Ask them to form their groups around the assigned flipchart discuss their topic and list recommendations about how to provide good communication for each on Handout 6 and on the flipchart Tell them they have 15 minutes 4 You probably will not need it but if you do a cheat sheet with a few bullet points follows these instructions to provide you with content if any of the participants have questions This resource is for you not the participants 5 After 15 minutes form new groups by asking everyone to count off by fours Number the flipcharts 1 2 3 4 and assign those with the corresponding numbers to each flipchart 6 Ask participants to stay with their new group and move from chart to chart on a signal from you Once they reach a chart the participant s who helped to develop the content will explain it to their small group Say that you will signal them after about 7 8 minutes at each chart and they will then move forward to the next chart as a group 7 Encourage participants to add things to the flipcharts if they wish 8 After 7 8 minutes give the signal to move The people at flipchart 1 will move to flipchart 2 those at flipchart 2 will move to flipchart 3 those at flipchart 3 will move to flipchart 4 those at flipchart 4 will move to flipchart 1 9 Conduct a total of four rounds until everyone has reviewed all the charts 10 Encourage participants to take photos of the flipchart pages with their smartphones for future use Original material by Elaine Biech 2015 Association for Talent Development ATD Used with permission NEW SUPERVISOR tra in in g 2
LEARNING ACTIVITY 5, continued  2. Break participants into four groups and assign them one of the four topics listed on Ha...
LEARNING ACTIVITY 5 continued Variations If you have a small group under 12 have them form 4 pairs or trios Assign or let them choose one of the topics Give them 15 minutes to prepare a 10 minute presentation Display the appropriate topic slide as each small team presents its information to the entire group Participants may self select their flipchart topics but to work best there must be at least four people in each group Original material by Elaine Biech 2015 Association for Talent Development ATD Used with permission NEW SUPERVISOR tra in in g 3
LEARNING ACTIVITY 5, continued  Variations      If you have a small group  under 12 , have them form 4 pairs or trios. Ass...
LEARNING ACTIVITY 5 continued SUPPORT MATERIAL Share What You Know Cheat Sheet Clear Communication Delivery Have an open mind and suspend your ego Be specific Ask clarifying questions Make good eye contact Focus on the individual remove all distractions Think before you speak Avoid interruptions and judgments Tailor your message to the listener in mood energy language and body language Tell stories Shut up and listen Active Listening Dos Be attentive interested curious Listen for tone and inflection Nod and respond approvingly Acknowledge speaker s feelings Allow speaker time to find words Ask clarifying questions Paraphrase and summarize Original material by Elaine Biech 2015 Association for Talent Development ATD Used with permission Don ts Interrupt Say yes but Complete speakers sentences Show impatience Be judgmental Make assumptions NEW SUPERVISOR tra in in g 4
LEARNING ACTIVITY 5, continued  SUPPORT MATERIAL  Share What You Know Cheat Sheet Clear Communication Delivery      Have a...
LEARNING ACTIVITY 5 continued SUPPORT MATERIAL Influencing Others Based on Style Influencing others based on their DiSC Myers Briggs Type Indicator MBTI or other communication style is smart communication Direct Styles Focus on person s goals keeping it business like and very well organized Speak quickly and ask direct questions Socializing Styles Focus on inspiring ideas engaging the person in brainstorming Keep things moving be entertaining and allow the person to share ideas Analytical Styles Focus on facts be thorough and organized and provide written accurate evidence Avoid gimmicks and allow time for analysis Collaborating Styles Focus on your relationship be supportive of feelings and ensure you understand needs Allow time to build trust and maintain a relaxed pace Facilitating Effective Meetings Distribute an agenda before the meeting Ensure participants come prepared State specific objectives Start on time Create a positive meeting climate Keep the meeting focused and moving Handle nonrelated issues effectively Ensure participants commit to take action End on time and on a positive note Provide a follow up report summarizing the meeting Original material by Elaine Biech 2015 Association for Talent Development ATD Used with permission NEW SUPERVISOR tra in in g 5
LEARNING ACTIVITY 5, continued  SUPPORT MATERIAL  Influencing Others Based on Style Influencing others based on their DiSC...
LEARNING ACTIVITY 6 Eggs perience a Supervisor s Job Objectives Participants will be able to Plan organize lead and control a project using guidelines Define a decision making process Discuss critical factors of problem solving Describe the delegation process State the importance of process improvement Experience change and recommend applicable actions Materials Handouts 8a 8d Eggs perience a Supervisor s Job Roll of paper towels for accidents Team supplies package one per team o o o o o o o 1 package of raw spaghetti 6 plastic straws 1 bag of regular size marshmallows 1 small package of gumdrops 1 raw egg 3 paper plates 1 large paper bag or box to hold the team s supplies out of sight Flipchart paper to place at each team s building site Whistle or bell to announce the change of team members optional Time 120 minutes 2 hours Original material by Elaine Biech 2015 Association for Talent Development ATD Used with permission NEW SUPERVISOR tra in in g 1
LEARNING ACTIVITY 6  Eggs-perience a Supervisor   s Job Objectives Participants will be able to      Plan, organize, lead,...
LEARNING ACTIVITY 6 continued Instructions 1 Prior to the session package each team s supplies in a paper bag or box to keep the supplies hidden 2 Explain to the participants that every supervisory role is different and although we cannot predict everything that will happen they will experience certain elements of a supervisor s role over and over This activity will allow them to experience some of the issues and concerns that supervisors face daily 3 Divide the participants into 3 teams of 5 to 7 people each See the variations below if you have fewer than 15 or more than 21 participants Assign each team to their work area separating the teams as much as possible Decide if you want them to build their structures on a table or on the floor 4 Once participants are in their teams tell them that their company is bidding on an Eggstra Special Packaging ESP Project The ESP Project is secret and requires the best and brightest team available They have been chosen to prototype ESP Secret Project Each team will build a prototype structure and will test it for durability and stress 5 Give each team a sheet or two of flipchart paper on which to build their prototypes it may be messy Tell them that their goal is to design a structure that can hold the fragile payload the height of one strut for 10 seconds Pause 6 Then say In layman s terms you will build a structure that can support a raw egg at the height of one full length piece of spaghetti The structure must stand on its own while holding the egg for 10 seconds 7 With great flair hand each team the secret materials for building the proto type Tell team members they may remove the building materials but they may not start building yet 8 State that the teams have 15 minutes to plan their prototype construction and 15 minutes to build it During the planning time they a Should plan how to delegate responsibilities b May not touch the building materials Original material by Elaine Biech 2015 Association for Talent Development ATD Used with permission NEW SUPERVISOR tra in in g 2
LEARNING ACTIVITY 6, continued  Instructions 1. Prior to the session, package each team   s supplies in a paper bag or box...
LEARNING ACTIVITY 6 continued 9 Announce the ending of the 15 minute planning process Tell the teams they have 15 minutes to build the structure based on the plans they discussed Give the signal to start the building process 10 After 2 minutes halt progress and say The company is experiencing major changes in its Innovation and Employee Engagement Program requiring each team to give up one team member for this high level job retention taskforce The good news is that each team will receive a replacement team member Move one participant you choose not volunteers from each team to a new team Begin the timing countdown again calling out the number of minutes left every 2 minutes 11 Call time after the total 15 minutes Reconvene the entire group and begin testing each structure to determine if it will hold the egg for 10 seconds You may wish to have the entire group count off the 10 seconds while each structure holds its egg 12 Select a couple of debriefing questions based on what is most important to your participants Do not spend more than 10 minutes The real learning occurs for the participants in the next steps 13 Assign each of the teams worksheets to complete Team 1 Handout 8a Management Functions 1 page Team 2 Handout 8b Delegation 2 pages Team 3 Handouts 8c and 8d Decisions Process Improvement and Managing Change 2 pages 14 Tell them they have 20 minutes and they may use any resources in the room or on the Internet After 20 minutes each team will have 15 minutes to report to the other teams Note Have Teams 1 and 2 present before the break and Team 3 after You can borrow time from the break for the activity if needed 15 Ask participants turn to the correct handout 8a 8b 8c or 8d as each team presents Allow for 5 minutes of discussion after each presentation Add any additional comments Manage the time for the teams Original material by Elaine Biech 2015 Association for Talent Development ATD Used with permission NEW SUPERVISOR tra in in g 3
LEARNING ACTIVITY 6, continued  9. Announce the ending of the 15-minute planning process. Tell the teams they have 15 minu...
LEARNING ACTIVITY 6 continued Variations If the workshop has 7 or fewer participants form only one team and assign all tasks to the team If the workshop has 8 to 14 participants divide them into two teams Complete the discussion about decisions problem solving process improvement and change as a large group Handouts 8c and 8d If the workshop has more than 21 participants assign more than one team to one or more worksheets More groups may require a longer amount of time for debriefing You may have another experience that can be used in place of the ESP Secret Project Be sure to tailor it to incorporate the various concepts included here Participants may use flipcharts to post answers to the questions on their worksheets Discussion Questions for Debriefing Choose a few questions that are pertinent to the group Planning Organizing Leading Controlling What is the relationship between planning and results How was leadership determined How would you improve the process Group Dynamics and Problem Solving How were decisions made What key concepts about problem solving were observed Delegation What worked or didn t when tasks were delegated How much time did you spend on identifying team member strengths during planning Managing Change How did the interjection of a new team member affect production Team members how did you feel about being moved to a different team General Debriefing How does this project compare with your work What did you learn about yourself What lessons will you take back to the workplace Source Credit for this exercise is shared with Rob Denton Patti Ulwelling Bruce Waguespack and Deborah Covin Wilson Original material by Elaine Biech 2015 Association for Talent Development ATD Used with permission NEW SUPERVISOR tra in in g 4
LEARNING ACTIVITY 6, continued  Variations                      If the workshop has 7 or fewer participants, form only one...
LEARNING ACTIVITY 7 What s Engagement Got to Do With It Objectives Participants will be able to list practical ways to increase engagement in their departments Materials Handout 9 What s Engagement Got to Do With It Time 30 minutes Instructions 1 Ask the group what they know about engagement and take a few comments 2 Ask them to turn to Handout 9 and follow along as you review the content on this page Be sure to add your own content and examples Highlight the comment at the bottom of the first page that all studies all locations and all ages agreed that the direct relationship with one s manager is the strongest of all drivers to increase engagement Highlight the data on the second page Ask if this is surprising and note that it is not just one thing but many things 3 Ask them to complete the Dos and Don ts at the bottom of the handout individually To save time have half the room complete the Do column and half the room complete the Don t column Tell them that they have 5 minutes to list ideas and they can jump around and fill in whatever comes to mind 4 After 5 or so minutes ask volunteers to share some of their insights and suggestions Recommend that other participants add the ideas shared to their own charts Original material by Elaine Biech 2015 Association for Talent Development ATD Used with permission NEW SUPERVISOR tra in in g 1
LEARNING ACTIVITY 7  What   s Engagement Got to Do With It  Objectives Participants will be able to list practical ways to...
LEARNING ACTIVITY 7 continued Variations This activity could be completed in small groups but note that it will take more time to do so If you are short of time you could divide them into four groups Assign each group one of these tasks o Do column start at the top and work down o Don t column start at the top and work down o Do column start at the bottom and work up o Don t column start at the bottom and work up Original material by Elaine Biech 2015 Association for Talent Development ATD Used with permission NEW SUPERVISOR tra in in g 2
LEARNING ACTIVITY 7, continued  Variations      This activity could be completed in small groups, but note that it will ta...
LEARNING ACTIVITY 8 Hire the Right Employee Objectives Participants will be able to Discuss hiring elements that help locate and hire the best candidates Create interview questions that address what is needed for the job Materials Handout 10 Hire the Right Employee Time 25 minutes Instructions 1 Open by asking them to use their tablets smartphones or laptops to log onto any company s recruitment page suggest a good one that you know of such as www qualcom com and click on careers If anyone doesn t have a device ask people to pair up Ask What do you see on the site that would attract candidates 2 Bring their attention to the table in the middle of Handout 10 and ask What could you do to improve the process currently in use Be prepared to add your own ideas 3 Interview questions are the best predictors of successful hiring Point out the examples of questions on the handout Ask participants to use their mobile devices to search for interview questions They should anticipate finding hundreds maybe thousands of questions many in categories such as technical culture fit or communication skills 4 Ask participants to share examples of creative pertinent or even funny questions 5 Summarize the activity by reminding participants that hiring new employees may be one of the most important decisions they make as supervisors Encourage them to seek out the many tools and experienced people available to help them Original material by Elaine Biech 2015 Association for Talent Development ATD Used with permission NEW SUPERVISOR tra in in g
LEARNING ACTIVITY 8  Hire the Right Employee Objectives Participants will be able to      Discuss hiring elements that hel...
LEARNING ACTIVITY 9 Foster Teamwork Objectives Participants will be able to Review the advantages of good teamwork Create their own teambuilding experience and showcase it for the entire group Materials Handout 13 Foster Teamwork Time 30 minutes Instructions 1 If you conducted the Eggs perience a Supervisor s Job activity ask the participants to regroup into those same three teams If you did not conduct the activity ask participants to form three groups 2 State that fostering teamwork is an important supervisory role Have them turn to Handout 13 and assign one of the three questions to each of the three groups They will have 3 minutes to develop a 3 minute response to their questions After 3 minutes ask each team to report out in the order of the questions on the handout Each report should be kept concise and quick no more than 3 minutes per team Add your own comments 3 Tell them that now the test is whether they can demonstrate what fostering teamwork might look like This could take the form of a communication demonstration a flipchart picture a teambuilding activity in which they get all participants involved a game a pantomime or anything they choose Tell them they have 10 minutes for planning a 1 2 minute demonstration Original material by Elaine Biech 2015 Association for Talent Development ATD Used with permission NEW SUPERVISOR tra in in g 1
LEARNING ACTIVITY 9  Foster Teamwork Objectives Participants will be able to      Review the advantages of good teamwork  ...
LEARNING ACTIVITY 9 continued 4 Announce that time is up and ask for a team to volunteer to go first After each demonstration lead a loud and raucous applause Thank each team 5 Summarize and ask What did you learn that you will take back to your workplace and use as a supervisor Variations If time permits you could demonstrate a teambuilding activity instead of having the teams do it This is particularly valuable if all members are from the same organization Original material by Elaine Biech 2015 Association for Talent Development ATD Used with permission NEW SUPERVISOR tra in in g 2
LEARNING ACTIVITY 9, continued  4. Announce that time is up and ask for a team to volunteer to go first. After each demons...
LEARNING ACTIVITY 10 It Won t All Be Easy Objectives Participants will be able to State the three most important elements that must be in place to manage telecommuters Demonstrate a five step process to resolve conflict Materials Handout 14 It Won t All Be Easy One copy of support material that accompanies this activity Time 30 minutes Instructions 1 Read the support material that accompanies this activity before you start the workshop It gives you discussion points and background on the content discussed in the exercise 2 Begin by explaining to that in supervising there will be many great days and a few that will not be easy at all Two situations with the potential to be challenging are supervising telecommuters and addressing conflict Ask participants to turn to Handout 14 3 Show the telecommuting slide to help introduce the three elements for successfully supervising telecommuters having the right technology in place utilizing good communication and maintaining accountability Ask participants how prepared they are in these areas and let them share a couple of their comments Original material by Elaine Biech 2015 Association for Talent Development ATD Used with permission NEW SUPERVISOR tra in in g 1
LEARNING ACTIVITY 10  It Won   t All Be Easy Objectives Participants will be able to      State the three most important e...
LEARNING ACTIVITY 10 continued 4 Now shift gears to a second potential supervisor challenge dealing with conflict Show the next slide to introduce the five steps of conflict resolution 5 Ask participants to pair up with someone in the workshop they haven t worked with so far Have them select a conflict situation and use the five step process to reach a resolution They have 10 minutes for this practice session 6 Call time and lead a group discussion using the debriefing questions below Variations If time allows participants could use a real example from their experience as the situation to resolve with their partners Discussion Questions for Debriefing What went well What was difficult If you could state only one thing that was most important about conflict resolution what would it be What are you taking back to your job as supervisor as a result of this activity Original material by Elaine Biech 2015 Association for Talent Development ATD Used with permission NEW SUPERVISOR tra in in g 2
LEARNING ACTIVITY 10, continued  4. Now shift gears to a second potential supervisor challenge  dealing with conflict. Sho...
LEARNING ACTIVITY 10 continued SUPPORT MATERIAL Prepare for Telecommuters More people are working remotely than ever before Statistics show that 3 4 million professionals in the United States work from home at least once each week Check Global Workplace Analytics website for the most up to date information as well as other resources Telecommuting provides outstanding benefits to both the business and the employee but supervisors need to find effective methods for monitoring these workers Global Workplace Analytics suggests telecommuting can be successful if you prepare in three key ways 1 Put the Right Technology in Place Use hardware such as mobile devices and webbased software programs to ensure work tasks are being managed properly Use webinars video conferencing products document sharing tools or other office communication services 2 Utilize Good Communication Lack of communication between team members is an issue when you don t have face to face interaction or the body language Use email to communicate daily Have a weekly conference call with the team Host webinars to educate and train telecommuting staff on new concepts 3 Maintain Accountability Productivity can shift if you are not careful Avoid this by developing an effective system of accountability for the team focusing on the tasks that need to be completed and the methods for tracking progress Web based time clocks and project management systems can track how much time your employees are actually working Setting the tone from the start is an important component in accountability conduct regular check ins beginning from day one on the job establish scheduling deadlines and interact with staff on a regular basis for management support and troubleshooting Original material by Elaine Biech 2015 Association for Talent Development ATD Used with permission NEW SUPERVISOR tra in in g 3
LEARNING ACTIVITY 10, continued  SUPPORT MATERIAL  Prepare for Telecommuters More people are working remotely than ever be...
LEARNING ACTIVITY 11 Establish a Motivating Environment Objectives Participants will be able to Reflect on what they do to motivate employees Discuss what is difficult about establishing a motivating environment Materials Handout 15 Establish a Motivating Environment Time 10 minutes Instructions 1 This is a very short reflection activity so don t spend much time telling participants much about it You may have already touched on motivation in the engagement module or during the self assessment review If so mention it 2 Explain that motivation and engagement are linked This activity offers an opportunity to reflect on what they do or if they have not yet started their supervisory position what they intend to do Encourage them to focus on creating a motivating climate 3 Ask them to turn to Handout 15 and follow the instructions checking off those behaviors that they currently do to create a motivating workplace Once they complete the checklist they can respond to the three questions on the handout Tell them they have about 7 minutes to reflect on this topic 4 Call time and lead a group discussion using the questions below Original material by Elaine Biech 2015 Association for Talent Development ATD Used with permission NEW SUPERVISOR tra in in g 1
LEARNING ACTIVITY 11  Establish a Motivating Environment Objectives Participants will be able to      Reflect on what they...
LEARNING ACTIVITY 11 continued Variations This exercise can be optional If you are short of time just distribute Handout 15 as a resource participants can use for planning once they return to their jobs Discussion Questions for Debriefing What do you find easiest to do when creating a motivating climate How do you know what is motivating to each What challenges do you face when motivating employees What will you do differently when you return Original material by Elaine Biech 2015 Association for Talent Development ATD Used with permission NEW SUPERVISOR tra in in g 2
LEARNING ACTIVITY 11, continued  Variations      This exercise can be optional. If you are short of time, just distribute ...
LEARNING ACTIVITY 12 Goals Roles and Expectations Objectives Participants will be able to Experience the value of setting a goal Review a resource to use back on the job Materials Handout 17 Goals Roles and Expectations One flipchart page taped high on the wall for each team the top of the sheet should be 11 feet or more from the floor Crayons or markers that do not bleed through paper such as Mr Sketch ideally several different colors Time 15 minutes Instructions 1 Ask participants why they think goals are important and then have a few share their responses with the group 2 Form teams of about 4 6 people and assign each team to one flipchart page that is taped to the wall Tell each person to use a different color of marker or crayon 3 Tell participants this is not a competition but that they should jump as high as they can to make a mark on the paper Original material by Elaine Biech 2015 Association for Talent Development ATD Used with permission NEW SUPERVISOR tra in in g 1
LEARNING ACTIVITY 12  Goals, Roles, and Expectations Objectives Participants will be able to      Experience the value of ...
LEARNING ACTIVITY 12 continued 4 After all team members have marked a spot on the page say that the goal is to jump a second time to make a mark at least 2 inches higher than their first mark 5 After everyone has attempted to jump higher ask them to come back together as a group and answer these questions What happened Why did it happen What are the implications and rationale for setting goals What lesson are you taking back to your supervisory duties 6 Summarize by sharing that when our employees set goals to do the best that they can or to jump as high as they can they may not reach their full potential However if they set goals even unlikely specific and measurable SMART stretch goals they are likely to accomplish more 7 Have participants turn to Handout 17 Point out that goal setting is the first step in the five step employee performance process discussed in Handout 16 Encourage them to review both handouts as a reference before they have their first employee performance meeting Variations You may want to tape two sheets on the wall with the top of the second sheet taped to the bottom of the first sheet if you have a wide range of heights of people in the group Another favorite activity that demonstrates this is to have participants hold their dominate arm out shoulder height and parallel to the floor plant their feet firmly and twist their bodies at the waist without lifting their feet as far to their nondominant sides as they can They should remember where their hand is pointing Then swing back to face the front again Tell them to see if they can do the same thing but this time to set a goal to move beyond their original spot pointing as much as a foot or more past the original spot Handout 17 could actually be stretched into a 45 to 60 minute activity based on all that it contains For example participants could establish a plan for how to connect employees to the organization They could also practice writing SMART specific measurable attainable achievable and time bound goals Original material by Elaine Biech 2015 Association for Talent Development ATD Used with permission NEW SUPERVISOR tra in in g 2
LEARNING ACTIVITY 12, continued  4. After all team members have marked a spot on the page, say that the goal is to jump a ...
LEARNING ACTIVITY 13 Continuous Feedback Objectives Participants will be able to Use a four step process to plan a positive feedback conversation Use a four step process to plan a developmental feedback conversation Reflect upon positive and developmental feedback opportunities for their staff members Materials Handout 18 Continuous Feedback Time 15 minutes Instructions 1 Remind participants that the second step of the employee performance process is offering continuous feedback both for reaching milestones and goals and for developing employees as they progress toward their goals 2 Ask them to turn to Handout 18 and briefly review the content on the page 3 Save the last 5 minutes for individual reflection as they complete the grid on the second page They will identify opportunities to provide feedback of both kinds to their staff 4 Close the activity by asking the debriefing questions that follow Original material by Elaine Biech 2015 Association for Talent Development ATD Used with permission NEW SUPERVISOR tra in in g 1
LEARNING ACTIVITY 13  Continuous Feedback Objectives Participants will be able to      Use a four-step process to plan a p...
LEARNING ACTIVITY 13 continued Discussion Questions for Debriefing How many of you listed positive feedback opportunities How many of you listed developmental opportunities Which category of opportunities had the most responses What do you think this means related to your desires to give feedback Original material by Elaine Biech 2015 Association for Talent Development ATD Used with permission NEW SUPERVISOR tra in in g 2
LEARNING ACTIVITY 13, continued  Discussion Questions for Debriefing      How many of you listed positive feedback opportu...
LEARNING ACTIVITY 14 Feedback Practice Objectives Participants will be able to practice and receive feedback on their own feedback skills Materials Handout 20 Feedback Practice Time 30 minutes Instructions 1 Ask participants to turn to Handout 20 Explain that this is a meta feedback activity where they will receive feedback on their feedback skills Review the instructions on the handout and ask them to select one of the scenarios or to use one of their own The goal is to practice giving feedback Instruct them to take 3 minutes to write notes on the page in preparation for their feedback practice 2 Ask them to partner with someone from whom they want to receive feedback Partners should find a place to sit so that their practice will be least disruptive to others 3 Give a signal half way through the time period and direct them to switch to the second partner s practice 4 Debrief the activity with the entire group by asking this question What s the most important lesson you are taking from this activity Variations If you have time you could take this to the next level of feedback Each partner could give feedback to the person giving feedback Original material by Elaine Biech 2015 Association for Talent Development ATD Used with permission NEW SUPERVISOR tra in in g
LEARNING ACTIVITY 14  Feedback Practice Objectives Participants will be able to practice and receive feedback on their own...
LEARNING ACTIVITY 15 Rewards and Recognition Objectives Participants will be able to Reflect on their own experiences regarding recognition Review the importance of specific goals List dozens of ways to review and recognize employees Materials Handout 22 Rewards and Recognition One copy of each of the notes in the support material that accompanies this activity Time 30 minutes Instructions 1 Begin by stating We know from adult learning theory that people learn best when they start with something they already know Therefore think of a time that you felt appreciated What was said or done who was present how did it make you feel Be as specific as possible 2 Once participants have something in mind ask them to turn to the person next to them and share their examples with each other Suggest that they practice good listening skills to build on what each says to help draw out the details Allow 5 minutes Original material by Elaine Biech 2015 Association for Talent Development ATD Used with permission NEW SUPERVISOR tra in in g 1
LEARNING ACTIVITY 15  Rewards and Recognition Objectives Participants will be able to      Reflect on their own experience...
LEARNING ACTIVITY 15 continued 3 Ask for volunteers to share a brief description of their examples After three people have shared say We already have learned two things First no one mentioned money I ve done this activity done hundreds of times and no one mentions money Second few of the items that were shared even require money We can conclude that feeling valued and appreciated is more a function of how you are treated by colleagues you hold in high regard than what it cost 4 Ask them to turn to Handout 22 and provide a very brief overview of what they will find there a good resource they can use back on the job Suggest that they dog ear the page or mark it with a sticky note 5 Now you are going to give them a chance to practice Divide the group into three teams If you completed Learning Activity 6 Eggs perience a Supervisor s Job place participants into the same teams If not any three equal sized groups will work 6 Tell them it is a contest and you would like them to move far enough apart so that the teams cannot overhear each other s task or ideas Once the teams are settled say Each team has an assignment on a slip of paper After I distribute all three sheets you may look at them and share them within your team but do not read the instructions out loud Talk among yourselves but don t let the other teams hear your task or your ideas You will have 8 minutes to complete your tasks You may begin now 7 At the end of the 8 minutes call time Ask each team to count the number of ideas they were able to list Teams 1 and 2 usually have about the same number on their lists Team 3 typically blows away the competition 8 Beginning with Team 1 ask teams to read their assignment out loud and how many ideas they listed 9 Summarize with a discussion around these questions How were the three tasks different How do you think the different wording of the tasks affected the results What were you measuring yourselves against to determine success What can you surmise based on the results What advice can you take away from this exercise Original material by Elaine Biech 2015 Association for Talent Development ATD Used with permission NEW SUPERVISOR tra in in g 2
LEARNING ACTIVITY 15, continued  3. Ask for volunteers to share a brief description of their examples. After three people ...
LEARNING ACTIVITY 15 continued 10 Ask the teams to post their ideas on the door or a wall near the back of the room so everyone can see their lists Suggest that they may want to take a photo of the ideas with their tablets or smartphones Variations Suggest participants capture some of the ideas from the other teams on Handout 22 If you have time teams could do a marathon read read the lists as fast as they can to the entire group If you have time ask each group to share what they consider is their o Best idea o Most creative idea o Most practical idea o Least expensive idea o Most unusual idea o Most underutilized idea Source Credit for this exercise is shared with Bob Nelson from E Biech ed 90 World Class Activities by 90 World Class Trainers San Francisco Pfeiffer 2006 and Barbara Crockett from E Biech ed The Book of Road Tested Activities San Francisco Pfeiffer 2011 Original material by Elaine Biech 2015 Association for Talent Development ATD Used with permission NEW SUPERVISOR tra in in g 3
LEARNING ACTIVITY 15, continued  10. Ask the teams to post their ideas on the door or a wall near the back of the room so ...
LEARNING ACTIVITY 15 continued SUPPORT MATERIAL Team 1 Note Do not let the other teams hear your ideas or your task List as many ideas for rewarding and recognizing your employees as you can on this sheet of paper Original material by Elaine Biech 2015 Association for Talent Development ATD Used with permission NEW SUPERVISOR tra in in g 4
LEARNING ACTIVITY 15, continued  SUPPORT MATERIAL  Team 1 Note Do not let the other teams hear your ideas or your task. Li...
LEARNING ACTIVITY 15 continued SUPPORT MATERIAL Team 2 Note Do not let the other teams hear your ideas or your task List as many ideas for rewarding and recognizing your employees as you can in 8 minutes on this sheet of paper Original material by Elaine Biech 2015 Association for Talent Development ATD Used with permission NEW SUPERVISOR tra in in g 5
LEARNING ACTIVITY 15, continued  SUPPORT MATERIAL  Team 2 Note Do not let the other teams hear your ideas or your task. Li...
LEARNING ACTIVITY 15 continued SUPPORT MATERIAL Team 3 Note Do not let the other teams hear your ideas or your task List 50 ideas for rewarding and recognizing your employees in 8 minutes on this sheet of paper Original material by Elaine Biech 2015 Association for Talent Development ATD Used with permission NEW SUPERVISOR tra in in g 6
LEARNING ACTIVITY 15, continued  SUPPORT MATERIAL  Team 3 Note Do not let the other teams hear your ideas or your task. Li...
LEARNING ACTIVITY 16 How Do You Model Excellence Objectives Participants will be able to explore how they wish to define and model excellence for their department Materials Handout 24 How Do You Model Excellence Time 25 minutes Instructions 1 Ask participants to turn to Handout 24 and review the content briefly Introduce the activity by reminding them that they have heard many ideas about supervising today They should consider the many hats they need to wear as supervisors One important hat is defining excellence for their department What will it look like 2 Divide participants into small groups of 4 or 5 people Ask them to discuss all that they have heard in this workshop and to determine some key behaviors that will define and model excellence for their departments They will have about 10 minutes to discuss and then you will ask them each to write down one key statement on their handout that will begin their definition for their departments 3 Signal the 10 minute point and direct them to write down the statement for their departments Allow about 3 5 minutes 4 Once most people have completed the task ask for volunteers to share their statements 5 To wrap up this activity lead a group discussion using the questions that follow Original material by Elaine Biech 2015 Association for Talent Development ATD Used with permission NEW SUPERVISOR tra in in g 1
LEARNING ACTIVITY 16  How Do You Model Excellence  Objectives Participants will be able to explore how they wish to define...
LEARNING ACTIVITY 16 continued Discussion Questions for Debriefing How will you implement this once you return to work What is one practical thing you will do that models this for your department How will you walk the talk How will you involve your staff Original material by Elaine Biech 2015 Association for Talent Development ATD Used with permission NEW SUPERVISOR tra in in g 2
LEARNING ACTIVITY 16, continued  Discussion Questions for Debriefing      How will you implement this once you return to w...
LEARNING ACTIVITY 17 Develop Your Personal Leadership Guiding Beliefs Objectives Participants will be able to Define their leadership guiding beliefs Obtain feedback from another participant about their perspective Materials Handout 27 Develop Your Personal Leadership Guiding Beliefs Time 30 minutes Instructions 1 Share with participants that their role as supervisors is a turning point in their careers they are officially leaders It is never too early to define their personal leadership guiding beliefs What values and beliefs are most important to them This exercise allows them to explore their beliefs from three perspectives as individuals as employees and as supervisors 2 Ask participants to turn to Handout 27 Tell them to take 10 minutes to capture responses to the three questions on the handout 3 After 10 minutes ask them to pair up with someone to review what they have written Each partner should review any inconsistencies in the values and how such inconsistencies might be reconciled Original material by Elaine Biech 2015 Association for Talent Development ATD Used with permission NEW SUPERVISOR tra in in g 1
LEARNING ACTIVITY 17  Develop Your Personal Leadership Guiding Beliefs Objectives Participants will be able to      Define...
LEARNING ACTIVITY 17 continued 4 Participants should capture the feedback and be prepared to continue this activity after they return to the workplace 5 Bring closure to this activity by asking the questions below Variations If you have a small group that has established an exceptional rapport with each other you could ask the whole group to provide feedback to each person thereby enabling learning from everyone s insights Discussion Questions for Debriefing How many of you already have a statement similar to this personal guiding principles personal value statement or other Why do you think a leadership belief statement is important What did you discover about your values How consistent are your values across your life What ideas did you receive from your partner What is the next step for you as you create your leadership belief statement Original material by Elaine Biech 2015 Association for Talent Development ATD Used with permission NEW SUPERVISOR tra in in g 2
LEARNING ACTIVITY 17, continued  4. Participants should capture the feedback and be prepared to continue this activity aft...