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Excellence In Supervision

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'Excellence in Supervision" direct you to the right way for excellence... …

'Excellence in Supervision" direct you to the right way for excellence...
By
Dr. Wael Nofal
Marketing& Sales Manager
Marnys Saudi Arabia

Published in: Business, Technology

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  • Superb material. Is this available for download? Hope you may share it through ogmok2p@gmail.com
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  • nice presentation , need for downloaded copy to my email
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    mohamed yousry
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  • 1. Excellence in Supervision eesscc Marnys Developing Program Dr. Wael nofal 1
  • 2. contents Introduction  Getting started  Managing for high performance  Communicating with others proactively  Coaching for excellence  Dealing with change positively  Action plan  2
  • 3. Introduction 3
  • 4. Part 1. Getting started Leadership is the ability to  decide what is to be done and then to get others to want to do it. The Supervision The opportunity:  more responsibility. Improve performance  More work. Learn more  More stress. Develop your skills  More challenge. Progress in your career  More result  4
  • 5. Why do you want to supervise others? To increase your job satisfaction  To challenge your skills  To learn and grow  To gain more responsibility  To make more money  To achieve a personal goal  To gain confidence  To ……………………  5
  • 6. What the difference? SV a different ball game from just doing the  job. SV involve:  understanding the dynamic of working through  people. communicating well with others.  learning performance management skills.  effectively coaching others.  handling change positively.  6
  • 7. How to transition to supervisor? Three key area need your attention:  Personal needs 1. Other departments’ needs 2. Employees’ needs 3. First clarify your and yours’ employees  role, goals and job description. 7
  • 8. Medical Representative Job Purpose To achieve targeted sales , maximize market share, M.S. growth and customer share for allocated products in the territory Major Accountabilities  Achieve annual territory sales target. 1- 2- Implement territory action plan to optimize number of calls on target customers. 3- Reach target visiting (quantity and quality) according to annual sales objectives 8
  • 9. Medical Representative Major Accountabilities 4-Check medical segmentation, maintain and update customer information and complete call reporting data. 5- Provide key and detailed information on target audiences. 6- Provide & maintain updated competitive information (e.g. market tactics and activities, collection of competitor's materials) 9
  • 10. Medical Representative Major Accountabilities 7- Co-ordinate cycles visit with co-detailing colleagues to maximize customer coverage impact. 8- Collect and record information relevant to customer targeting and systemically . 9-Analyze territory product performance and market data on brick-level on regular basis and purpose action plan to area supervisor. 10-Regular update of Drs. List in his territory. 11-Ensure adequate preparation and follow-up of specific training modules (medical, product, selling skills). 10
  • 11. Supervisor/ Manager 11
  • 12. Supervisor’s Job description Job Purpose application of Marnys strategic plan and follow-up of promotion/Med. Reps. To achieve targeted sales , maximize market share, M.S. growth and customer share for allocated products in his area. Major Accountabilities  Achieve annual area sales target. 1- 2- Implement Marnys action plan to optimize Med. Reps action. 3- take the full responsibility of Med. Reps 12
  • 13. Supervisor’s Major Accountabilities Organize, Direct 4- (lead), Coach, Delegate, Motivate& control the Med. Reps. 5- Double visit for evaluation and support. 6- Sales& stoke analysis. 7- Follow up of Med. Reps. Plans. 8- Train, Develop, improve the Med. Reps. (scientific, products& skills). 9- direct Med. Reps. For perform effective and valuable reporting . 10- key accounts follow up. 13
  • 14. only: For Manager • administrative aspect of manger’s Management job • interpersonal aspect of manger’s job Leadership 14
  • 15. Management: (administrative aspect of manger’s job) Planning 1. Organization 2. Direction (leading) 3. Coaching 4. Delegation 5. Motivation 6. controlling 7. 15
  • 16. Leadership: (interpersonal aspect of manger’s job) Increase/create tusks of his employments to achieve objective by given good future Change 1. Inspiration 2. Motivation 3. Communication 4. Hoping 5. influence 6. Ethics 7. Direct 8. 16
  • 17. Career developments: evaluated state & performance 1. SWOT analysis 2. improvement plan 3. improvement strategy 4. implementation 5. control/follow up 6. 17
  • 18. Important in management: responsibility 1. right delegation 2. share objective formation 3. good communication 4. learning 5. accept change/development 6. given time to implement (my time) 7. support, implement success 8. basic/essential treatment problems 9. Seriously 10. 18
  • 19. Transition with the employees: Have your manger introduce you in your new role at a meeting.  At the meeting, explain your excitement and other feeling about the  job. Keep your early interactions with employee ‘low key’. Don’t come off  too strong. Meet with employee one by one to discuses their job, area. Be  informal, listen and ask for ideas to make things better. Hold work group meeting. Be positive and discuses your goal to help  reach the company goals. Observe people in action, help out where appropriate, and listen for  ways for improve. Ask a few employee for their thoughts on changes you may want to  make. Seek their input. Introduce changes more slowly if performance is good. Change  things more quickly if performance is poor. 19
  • 20. The definition of a supervisor SV is working with or  through or for employee Excellence in SV means  achieving positive result through people. (influencing people) 20
  • 21. Influencing skills Involve two type of power:  1. Personal power : influencing people to do things because they ‘want to’ 2. Position power: influencing people to do things because they ‘have to’ Excellence SV positively influence  people: employee, co-workers, and customers. 21
  • 22. 2008 Defining Defining Excellence Marketing Trends Excellence’s way Predictions 22
  • 23. Defining Excellence Learning from your past experiences will help you do well as  supervisor. Answer each question to help you define excellence in SV:  From your experience, what causes employee respect a 1) supervisor? From your experience, what causes employee to dislike a 2) supervisor? How do you want to be viewed as a supervisor? is their anything 3) you need to learn to help you achieve that? What skills do you already have that will help you succeed? 4) What definition would you give to an excellent SV? 5) What is your role as a supervisor? 6) What duties will you perform in order to fulfil your role? 7) 23
  • 24. 24
  • 25.  The responsibilities put a chick next to the responsibilities below that you agree with and add others you believe are important: Recognize employees for a job well done.  Treat all employees respectfully, fairly, honestly, and with dignity.  Keep employees informed about CO. goals and result.  Be positive and encouraging to employee.  Show interest in each employee as a person.  Give employees an opportunity to learn and grow through ingoing  training and education. Deal with performance issues consistently and fairly.  Help employees develop teamwork and sense of belonging.  Be a good listener to employee problems and suggestions.  Encourage initiative and new ideas.  Communicate your belief in peoples potential and the importance of  the work being done. Support and represent your employees in the company.  Accept your own mistakes openly and learn from them.  Be accountable for your results. This is leadership.  25
  • 26. Management Thought Old SCHOOL New SCHOOL  Boss o Team leader  Authoritarian o Communicator  Controller o Coach  Organizer o Facilitator  Expert o Listener  Cop o Problem solver  referee o cheerleader 26
  • 27. http://www.flickr.com/photos/878697 58@N00/365740316 Traditional supervision you know it when you see it
  • 28. day-to-day challenges a day in the life. . . •9-5 schedule •many meetings •high turnover
  • 29. & things are changing 21st century changes. . . •technology •generation trends •workplaces and values
  • 30. http://www.flickr.com/photos/300082 72@N00/707543617 http://www.flickr.com/photos/jakebou ma/109039319/ http://www.flickr.com/photos/25305687@N00/105737843 New supervision you will know it when you see it
  • 31. three questions 1. which does what? 2. where does it go? 3. where can I get it?
  • 32. 32
  • 33. 33
  • 34. Strategies for getting started Obtain a copy of your job description and then discuss it with  your manger to clarify goals, expectations, and priorities. Talk to and interview three other supervisors or managers  whom you admire, ask them: How they help people stay motivated.  How they handle problems.  How they keep a good attitude.  Make a plane for skills improvement (seminars and books)  Develop a written plan for your work area.  List action steps you will take to prepare to win.  Meet with your manager monthly to review results.  update him on your progress.  Discuss problems and your ideas for solutions.  Get input and new information from your manager.  34
  • 35. Part 2. Managing for high performance Experience with people is that they generally do what you expect them 35
  • 36. Performance management How do I motivate people?  Key skills for managing performance:  1) Set clear expectations and goals 2) Give positive feedback 3) Handle performance problems effectively 4) Supervise with flexibility 36
  • 37. The benefit of managing performance are all supervisors use Key skills for managing  performance? Why use, not use it? Benefits obstacles  Why use these skills? Why aren’t they used more? 37
  • 38. Benefits obstacles Why use these skills? Why aren’t they used more? Build confidence in employee Don’t know how   Clarifies and expectations Don’t think the skills work   General pride in a job Don’t want to change   Increase job satisfaction Don’t have enough time   Creates willingness to go the Have tried and failed   extra mile Laziness or apathy  Relieves job boredom or Accept mediocre result   routine Others ……..  Increase productivity  Others ………..  38
  • 39. 1) Set clear expectations and goals SV must establish standards for  performance, this way employees will know what good performance look like. Standards often written in terms of the  goals to which they relate: quantities, qualities, accuracy, service, and relationship. 39
  • 40. How to set clear expectations? By meeting with employees one by one.  During meeting address:  Explain the job during hiring process.  Go over job description during the interview.  Plan to review the job duties and goals regularly  together. With new employee, review the first day on the  job and at the end of first week  Focus on key job duties, goals, and result during every regular meeting 40
  • 41. How to set goals Specific Measurable Attainable Relevant Time-bound Lack of clear goals relates to 80 % of performance problems.  Goal setting can improve performance 25%.  41
  • 42. Establish clear expectations and goals Name:---------------------  Job:---------------------------  Overall responsibility:  Key job duties  Improve area * priorities + mark strength   performance goals (SMART) 42
  • 43. 2) Giving positive feedback Feedback is the breakfast of champions.  Both + or – feedback are acceptable when  used correctly and appropriately. Over 90 % of employee want more  recognition and praise Principle of recognitions:  be specific, immediate as possible, related to activity or result, personally, be sincere and genuine, and praise progress and accomplishment. 43
  • 44. Providing rewards and recognition No cost:  Low cost  44
  • 45. 3) Handling performance problems Constructive negative feedback is the key to  high performance and motivation at some times. How will the employee improve if he don’t  know what’s wrong or don’t’ realize their mistake. In general no bad people there are no bad  people, just some with behaviour problems. Review session (one-on-one meeting) to give  constructive feedback to improve poor performance. (counselling or disciplinary). 45
  • 46. 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.  46
  • 47. General directions of Review session: 1) Counseling method: extra help, privately done. Steps will done:  Identify the problem. 1. Ask for the employee’s view. 2. Seek the employee’s ideas on how to improve. 3. (add your guidance) Agree on a plan and put it in writing. 4. Establish a follow-up review of results. 5. 47
  • 48. General directions of Follow Review session: 2) Disciplinary method: mostly include verbal and written warning, to protect the employee’s rights, yourself, and your Co. Steps will be to done:  Identify the problem. 1. State the expectation or goal. 2. State the consequence. 3. Ask for employee comments, then summarize. 4. 48
  • 49. Ex. Identifying performance problems: Potential performance problems:  Poor services or workmanship  Absenteeism  Missed deadlines  Performance below expectations  Tardiness  Difficulty getting along with other  Customer complaints about the person  Critical or negative about work and the company  Poor communication  Lake of follow-through  Other:   Counseling or discipline? Describe a situation where you need to use the (Counseling or discipline) method? 49
  • 50. 4) Supervising with flexibility Work with employee according their needs and situation.  All employee need goals, recognition, and help with  performance problems. Different strokes for different folks.  motivation? employee skill? 50
  • 51. Flexibility: Determining how to best help each employee,  according to the individual’s current needs and situation. Motivation: this involves a person’s willingness  to do the job. (does the employee “want to” and believe he 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? ) 51
  • 52. Basic approaches for managing for high performance Relationship app. Training app. 52
  • 53. a) Relationship approach 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 person every day  Give regular praise  53
  • 54. Understanding employee needs: are the money is the most important motivator? Challenges (goals, risks, change, learning) 1. Recognition for a job well done. 2. A feeling on things (teamwork, input, opportunity) 3. Job security 4. money 5. 54
  • 55. b) Training approach OTJ SKILLS: On The Job training for employee who are inexperienced (any job, task,  or skill). For OTJ to be effective, it involve 4 basic phases, called P3+E.  Present 1. Practice 2. Perform 3. Evaluate 4. Excellent SV must encourage employee to active participation during  training Plan for training involvement for employee 2- 4 training per year.  55
  • 56. Performance Assessment very important of SV with flexibility is assessing the employee’s performance level. motivation? Performance level employee ( EMB ) skill? 56
  • 57. Performance Assessment continued Assessment can be on an overall basis or on the  basis of meeting specific criteria. Ex.  Goal Area Current Performance Level Quality of work M (meets expectations) Timeliness of work E (exceed expectations) Teamwork with other B (below expectations) 57
  • 58. 58
  • 59. 59
  • 60. 60
  • 61. 61
  • 62. Part 3. communicating with others proactively 62
  • 63. Part 3. communicating with others proactively Building interdependent relationships: A A B B Dependant = Interdependent = 63
  • 64. Use the key communication skills checklist to help you do better, develop interdependent relationship with employee. 64
  • 65. a) Communicating One-On-One with employee Why was a policy necessary?  - too many SV were reactive, not proactive. - (A SV who is too busy for employee is too busy to be a supervisor) - you should meet with inexperience employee more often Purpose of One-on-One Discussion:  Discuss performance issues  Give recognition  Listen to personal problems  Conduct a coaching session  Sole problems  Brainstorm new idea  Delegate a task  65
  • 66. What’s the benefits of one–on one communication Improve communication  Eliminate some problems  Prevent other problems  Demonstrate respect and  concern Increase moral  Enhance performance  productivity Build rapport and trust  66
  • 67. Delegating tasks Goals of delegating:   give an employee a task he can do or can learn to do, so you can accomplish other pressing goals.  Develop your employees’ skills  Accomplish better and faster result  Reasons for not delegating: (why many leaders fail to delegate for a variety of reasons?) Lake of confidence in employee  Lack of time to communicate about a task or train the employee in the  task Personal pride and reward in doing a task  Personal competence in a task and desire for it to be done right  Fear of letting go of a task  Don’t know how to degree delegate  67
  • 68. How to delegate Outline clear expectations, goals, and reasons for delegating the task. 1. Set timeline. 2. Answer any questions or concerns. 3. Reassure the employee that he can do it. Give needed 4. tools, support, or training. Follow up to chick on progress. 5. Make A Plan to delegate Task/goal keep delegate Why delegate or keep 68
  • 69. b) Communicating with a team Together Everyone Achieves More 69
  • 70. Use a Team Approach HOLD REGULAR WORK GROUP MEETING TO:  Share company and department information  Discuss problems  Recognize results  Conduct training  Communicate about performance results  Create plans  Brainstorm ways to improve  Gain input  Review changes  Check on how people are doing  70
  • 71. Guideline for team meeting  Have an agenda that you’ve prepared in advance Take notes Start on time End on time Get others involved by asking for input and letting other present material Be a good listener 71
  • 72. c) Communicating every day with others MBWA- “Managing By Wandering Around”: to be  available and to roll up your self to interact and work with other. Evidence of poor communication  The SV is never around to talk things over or make a decision  The SV is always in a meeting  The SV spends too much time on the computer pounding out memos or  reports The SV is unapproachable because of a negative attitude  The SV claims to be too busy to listen about problems and concern  The SV never holds a department meeting  others  72
  • 73. How, why Communicating every day with others? Comm. Requires interaction with others  (discuss focus on weather, moon, vacation, interest, family, general news). Comm. Is an investment (if you give your  employee more of your time they give you more of they time, return) Treat people with respect, talk to  them, listen, and work with them. The best leaders have the best people skills  73
  • 74. Communicating with your manager Reason for communicating upward  Keep your manager informed of your progress  Build your manager’s confidence in your ability  to get things done Minimize the problems your manager has to  solve Get help when needed  Share your ideas and solutions  74
  • 75. 75
  • 76. 76
  • 77. 77
  • 78. Strategies for proactive communication  make a commitment. Prepare, prepare, prepare. Ask for another feedback. Delegate tasks effectively. Continuous improve your skills. 78
  • 79. Part 4. Coaching for excellence Coach must keep everyone on the team  in touch with present-moment realities. Knowing where they stand  knowing where they’re falling short of  their potential. Knowing it openly and fairly.  79
  • 80. The changing playing field Emergence of the information age  Greater competition  Increasing customer demands  Volatile workforces  80
  • 81. The best and worst supervisors character Worst Behavior … … 1. 1. … … 2. 2. … … 3. 3. … … 4. 4. Best Behavior Character … … 1. 1. … … 2. 2. … … 3. 3. … … 81 4. 4.
  • 82. Coaching behavior of supervisors 82
  • 83. Leadership character: Honesty  Forward looking  Inspiring  Competent  Fair-minded  83
  • 84. Coaching for excellence inventory 84
  • 85. The coaching process Informal Formal Coaching coaching 85
  • 86. Informal Coaching (day to day relationship between the supervisors and the employee) 86
  • 87. Formal coaching (talking one-on-one with employee to help them improve performance) Review goals and expectations. 1) Assess level of performance. 2) Provide feedback/ guidance. 3) Develop action plans. 4) Establish follow-up. 5) 87
  • 88. 88
  • 89. Coaching worksheet: sample 89
  • 90. Case study 4 90
  • 91. Case study 4 91
  • 92. Strategy for effective coaching Discuss the result of the coaching for  excellent inventory with your manager. Review how you have applied informal  coaching. Complete a formal coaching session  with an employee and document the results using the coaching worksheet. Reword yourself!  92
  • 93. Part 5. Dealing with change positively To improve is to change, so to be perfect is to have changed often. 93
  • 94. The four forces create the change: Emergence of the information 1) age. Greater competition. 2) Increasing customer 3) demands. Volatile workforces. 4) 94
  • 95. Do you see the change as a problem or a possibility? Basic ways to change Proactive Reactive Make a deliberate Be forced to change choice and plane to change 95
  • 96. The realities of change 96
  • 97. Organizational change: 97
  • 98. Why to change? Lower morale  Higher stress levels  More conflicts/problems  Decrease in productivity  Decrease performance/quality  Poorer attitudes  98
  • 99. Change techniques (strategies for managing change) Communicating change effectively Change-management skills Brainstorming Problem solving 99
  • 100. 1- Communicating change effectively Case study: 100
  • 101. Ten commandments for implementing change 101
  • 102. Techniques for communicating change Hold department meetings  Conduct one-on-one sessions  Use change-management skills  Get people involved through  brainstorming Do group problem solving  102
  • 103. 2- Change management skills Communication with others, introduce to the TEAM communication: Together focus on a purpose of the change. Empower others to participate positively in adjusting to the change. Aim for consensus on how to achieve the goals of the change. Manage the process to track more effective results. 103
  • 104. Change management skills 104
  • 105. 3- Brainstorming change ideas Go for quantity rather than quality, to keep  ideas flowing Absolutely no criticism is allowed  Everyone’s participation is encouraged  Give employee a few minutes to write individual notes  Share one idea at a time through a round robin  Build on each other’s ideas  Move quickly  Creative or weird ideas are helpful  105
  • 106. The brain storming process 106
  • 107. Uses of brainstorming Improve a procedure  Increase quality/performance  Build team work  Increase productivity     107
  • 108. 4- the problem-solving techniques Clearly and specifically identify the problem 1. Outlines 3-5 obstacles that get in the way of 2. success. Outlines 3-5 forces that will help your success. 3. Identify 3 alternative solutions and the possible 4. outcomes. Decide on a course of action. 5. Create a specific plan to implement the solution. 6. (add timelines) Follow up 7. 108
  • 109. we re-invent the wheel 109
  • 110. Problem analysis tools Helicopter Ishikawa’s fish-bone view concept 110
  • 111. The Helicopter View Overall situation Problem/s Alternative/s Decide on best option/s action Follow-up 111
  • 112. Fish-bone diagram people polices environment product materials 112
  • 113. Problem solving practice: 113
  • 114. 114
  • 115. 115
  • 116. Case study 5 116
  • 117. 117
  • 118. 118
  • 119. 119
  • 120. Action plan: Keep Excelling 120
  • 121. 121
  • 122. 122
  • 123. HOW GOOD CAN YOU BE? I don’t have time  Management doesn’t support me  Customer don’t understand  Employee don’t care  Unions are too fighter  I tired    123
  • 124. HOW GOOD CAN YOU BE? Think of potential, not the problems Be action oriented, not apathetic Stay proactive, not reactive 124