superisor traning

2. Introduction
Purpose of the Course
–Continue your ongoing career development
–Elevate the level of productivity improvement awareness
among construction supervisors
Why study supervision?
–Prepare to become a supervisor
–Learn to walk the new line between craft worker and
supervisor
–Learn about more opportunities in your industry
1-2

3. Introduction to STP
• Supervisory Training Program Courses
–Unit 1: Leadership and Motivation
–Unit 2: Communication
–Unit 3: Planning and Scheduling
–Unit 4: Contract Documents
–Unit 5: Improving Productivity and Managing Project Costs
–Unit 6: Risk Management and Problem Solving
1-3

4. How This Course is Organized
Session Breakdown
– Dollars and Sense of People and Construction
– The Role of the Construction Supervisor
– Helping People Perform Better
– Motivation
– Leading Others
– You Get What You Expect
– Positive Feedback
– Training and Orienting Crew Members
– Teams and Team Building
– Leadership Skills in Action
1-4

5. Purpose of the Course
•Add to your ongoing career development
•Increase your awareness of different leadership
styles
•Increase your awareness of the motivational
factors you can control and the motivational
factors workers can control
1-5

6. Dollars and Sense of People and
Construction
• Learning Goals for Session 1
– Value of effective supervision of workers
• Learning Objectives
– Explain the importance of people to the success of the organization.
– Identify factors associated with poor supervision practices.
– List causes of high personnel turnover.
– Identify costs associated with training new workers.
– List causes of communication breakdowns and their costs to a project.
– Describe how low trust, poor teamwork, and lack of cooperation cost
money.
1-6

7. Costs Associated With Turnover
•High rate of accidents
•Slow rate of learning new tasks, jobs, and skills
•Low trust and communication breakdown
•Poor teamwork and cooperation
1-7

8. Causes of Turnover
Reasons for turnover might include
–Poor initial job match with the individual
–False role expectations
–Not fitting in with the crew or work culture
–The job conflicts with outside interests
–Information overload
–Poor training, slow skill development
–Not enough information or untimely feedback
1-8

9. Low Trust and
Communication Breakdown
This tends to prevent or inhibit accurate and
timely exchange of information.
1-9

10. Using on the Job
What You Learned Today
•Jobsite Assignment
– How might you do some things differently to help improve profits?
– Select one specific concept from this session that you believe you can improve
this week.
1-10

12. Role of the Construction
Supervisor
Learning Goals
–Role of the construction supervisor as a leader, communicator and
motivator
Learning Objectives
–Explain the factors of supervisory leadership that motivate workers.
–Describe communication mechanisms that motivate workers.
–Describe how to assign work and delegate duties in order to improve
crew performance.
–Define processes for leading others to perform quality work.
–Explain how company cultural values that improve on-site performance.
2-2

13. Supervisory Leadership Model
•Effective leadership
•Motivation
•Effective communication
•Planning
•Organizing
•Decision making
•Knowledge of construction
•Problem solving
2-3

14. Work Assigner and Delegator
•Does some of the things a supervisor normally
does.
•Involves others in new and more challenging
projects that are not part of regular work
assignments.
2-4

15. Factors Contributing to
Substandard Work
People work below standard for several reasons:
–Not enough information
–Poor training
–Need for retraining
–False expectations about the job
–Work environment is inhibiting performance
–Pressure from outside the job
–Poor attitude
–Poor work habits
2-5

16. Company Culture
Examples of company cultures include:
–People as the source of our strength
–Products as the end result of our efforts (“We are about
cars.”)
–Profits as a necessary mean and measure of our success
–Basic honesty and integrity
–All people are important
–People working together achieve more
2-6

17. Using on the Job
What You Learned Today
Jobsite Assignment
–Write down the work role you are having the most trouble
with.
2-7

19. Helping People Perform Better
Learning Goals
–Role of the construction supervisor as a motivator
Learning Objectives
–Define the four basic assumptions that form the basis for a
worker’s performance.
–List and use various supervisory leadership tools that will
improve worker performance.
–Describe how to set specific and measurable goals for your
work crew.
–Identify the positive and negative aspects of using
competition as a motivational tool.
3-2

20. Workers’ Performance
Assumptions about people
–People are motivated.
–Most people want to be the best they can be.
–Most people like to receive positive feedback.
–People want to be respected and feel empowered.
3-3

21. The Performance Equation
Performance = Motivation x Ability x Expectations
A supervisor can:
–Communicate respect for the individual
–Set goals
–Provide feedback
–Encourage competition
–Deliver timely training and information
–Establish self-responsibility and control
–Set positive expectations
3-4

22. Encouraging Competition
•Between crew members and crews
•With outside competitors
•To improve self-development
3-5

23. Using on the Job
What You Learned Today
Jobsite Assignment
–Set one job goal you will accomplish in the upcoming week.
–Evaluate how well you accomplished your goal.
3-6

25. Motivation
Learning Goals
–Motivational strategies that will improve the performance of
your crews
Learning Objectives
–Identify three general motivation strategies.
–List specific items that motivate most workers.
–Identify various personality types.
–Describe various strategies that capitalize on personality
traits.
4-2

26. General Motivational Strategies
Force
–Use coercive power.
–Not the best way to motivate people.
Enticement
–Have some reward power.
Internal Motivation
–Comes from within a person.
–The same concepts will not internally motivate everyone.
–An effective supervisor can determine what internally motivates each
crew member.
4-3

27. Recognizing Personality Types
The Take-Charge type
–Readily accepts challenges, is creative, accepts authority, solves
problems, etc.
The Cooperative type
–Cooperates with everyone and focuses on getting the job done
The Happy-Go-Lucky type
–Enthusiastic, friendly, perpetually optimistic
The Steady-Eddie type
–Shows up every day, does the job, performs at a high level
4-4

28. Internal Motivational Techniques
•Capitalize on strengths
•Address weaknesses
•Don’t overextend strengths
•Job enlargement and enrichment
4-5

29. Using on the Job
What You Learned Today
Jobsite Assignment
–Identify one person with whom you have had some
motivational problems on the job. Analyze that person using
the information from this session.
4-6

31. Leading Others
Learning Goals
–Different leadership styles can be applied to various situations.
Learning Objectives
–Describe consistent supervisory skills.
–Identify core values.
–Explain the need for long- and short-term goals.
–Describe best practices for corrective discipline.
–Explain requirements for implementing company policies.
–Identify effective leadership styles for different situations.
5-2

32. Providing Consistency
•Core values
–Bonding agents that hold the culture together
•Long-term goals
–Help to provide consistency
•Corrective discipline
–Consistent, fair, and progressive discipline
•Company policies
–Guidelines that allow the company to operate
5-3

33. Leadership Styles
Tell
–Supervisor makes the decision and then tells the crew
members what they should do.
–Useful for situations in which the follower has high
motivation and willingness but is weak in ability.
Sell
–Supervisor decides on a course of action and then
communicates the benefits of the approach to the followers.
–Works well if you have a motivated employee with ability
who needs some confidence or convincing.
5-4

34. Leadership Styles
(continued)
Consult
–Supervisor gets input from his or her crew members before
he or she (the supervisor) makes a decision about what
option or action to implement.
–Used when a crewmember has moderate ability to do the
job and is moderately or highly motivated.
Join
–Supervisor makes the decision with the crew.
–Used when the individual or group has high ability and
knowledge about the job at hand.
5-5

35. Leadership Styles
(continued)
Delegate
–Crew member is given broad discretion and
freedom to go ahead and get the job done.
–Works well when you have highly motivated crew
members who have a great deal of experience and
ability to get a job or project completed.
5-6

36. Using on the Job
What You Learned Today
Jobsite Assignment
–Employ a different leadership style for each day of the
upcoming week.
5-7

38. You Get What You Expect
• Learning Goals
–Develop awareness about how your actions create reactions in others
and develop positive expectations.
• Learning Objectives
–Identify desired supervisory characteristics and behaviors.
–Identify how workers respond to supervisors’ behaviors.
–Describe how to show respect for your crew and have positive
assumptions about them.
–Identify how to develop activities that will help workers set positive
expectations.
6-2

39. How Workers Respond to Your
Behavior
•Did your worst leader’s behavior affect your
behavior at work?
•Did your best leader’s behavior affect your
behavior at work?
6-3

40. Setting Expectations
The Self-Fulfilling Prophecy
1. Supervisor does not respect people and has negative assumptions about
people
• This leads to...
2. Leading and supervising people in a negative style
• Which leads to...
3. People responding to the supervisor’s leadership in a negative way
• Which leads to...
4. Lower performance, which reinforces the supervisor’s negative
assumptions about people
6-4

41. Theories X and Y
Theory X
–Inherent dislike for work
–Must be coerced, controlled, directed, or
threatened
–Typical person prefers to be directed, avoids
responsibility, has little ambition, and wants security
above all
6-5

42. Theories X and Y
(continued)
Theory Y
–Physical and mental effort in work is natural
–Will exercise self-direction and self-control in the service of
objectives
–Commitment to objectives is a function of the rewards
associated with achievement
–Typical person learns -- under proper conditions -- not to
accept but to seek responsibility
–High degree of imagination, ingenuity, and creativity in the
solution of organizational problems
–Intellectual potential of the average person far exceeds use
6-6

43. Putting the Theories to Work
To create a positive work climate for your crew:
–Set clear goals and expectations that are realistic, but reasonably high.
–Provide the training and information people will need to reach these
expectations.
–Give positive feedback to reinforce the progress people are making.
–Give constructive criticism to help people improve.
–Provide a positive non-verbal climate that reinforces your belief in your
crew’s capabilities and their ability to reach the expectations you have
set.
6-7

44. Using on the Job
What You Learned Today
Jobsite Assignment
–Identify something you are doing that might be
interfering with your working relationships.
6-8

46. Positive Feedback
Learning Goals
–Apply various positive feedback principles to various jobsite situations.
Learning Objectives
–Explain the importance of feedback and its effect on workers.
–Define the principles of communicating positive feedback.
–Describe positive feedback that will encourage workers to improve
performance.
–Apply positive feedback principles to actual jobsite situations.
7-2

47. Positive Feedback
Our own experiences
–We are conditioned to look for problems and
correct them.
–We should also be able to spot people who are
doing good work.
–Positive feedback reinforces good work practices.
7-3

48. Benefits of Giving Positive
Feedback
•Crew members begin to understand the
specific things that make up good performance.
•People will tend to repeat the things they are
rewarded for.
•Good feedback helps create a positive culture
and open up positive communication.
7-4

49. Applying Positive
Feedback Principles
These seven principles should be followed when giving
positive feedback
–Give positive feedback for improvement and good work.
–Be sure to give it often.
–Communicate positive feedback quickly.
–Some positive feedback should be specific.
–Don’t overstate or understate positive reinforcement communication.
–Keep your positive feedback natural.
–Try to personalize some of your positive feedback.
7-5

50. Using on the Job
What You Learned Today
Jobsite Assignment
–Write down one instance of positive feedback on your job
and one instance of negative feedback.
7-6

52. Training and Orienting
Crew Members
Learning Goals
–Discuss how techniques and ideas form the foundations for
effective training and orienting.
Learning Objectives
–Identify content for orientation activities for new workers.
–Describe the process associated with on-the-job training
–Write training outlines to guide trainers who help workers learn
new tasks.
–Explain why proven training techniques must be applied during
training sessions.
–Describe how to evaluate training activities others conduct.
8-2

53. Orientation for New Workers
•Improve the new worker’s attitude toward the
job.
•Improve quality.
•Reduce waste, re-work and mistakes.
•Help reduce turnover.
•Reduce accidents.
8-3

54. Assessing the Training Needs
•Is there a need for training?
•What is the readiness level of the trainee?
•Is the training timely?
•Is there a balance between cost-efficiency and
training effectiveness?
8-4

55. Plan How to Best
Deliver the Training
Create a basic outline
–Organize the training session.
–Think through the training session.
–Planning improves learning.
–Planning saves time in the long run.
Create a step-by-step training outline
–List the steps of training.
–List the key points of the training.
8-5

56. Effectively Deliver the Training
•Describe the job in a logical and orderly
fashion.
•Demonstrate the job.
•Have the trainee try out the job and have him
explain what he is doing.
•Let the trainee try out the job on her own.
•Check back frequently to see how he is doing.
8-6

57. Using a Training Checklist
These 14 steps in the training checklist can help you
evaluate your training effectiveness
–Were the safety, quality and quantity expectations about the job made
clear to the trainee?
–Was the purpose and importance of the job explained?
–Was the trainee put at ease?
–Was the trainee reassured?
–Did the supervisor use the first name of the trainee?
–Did the supervisor explain any unusual terms?
–Was the training session logical and step by step?
8-7

58. Using a Training
Checklist (continued)
–Were key points covered and emphasized?
–Was the trainee asked to explain the process as he or she was trying it
out?
–Was the trainee given any positive reinforcement or praise?
–Did the supervisor correct errors in a constructive and patient manner?
–Was the trainee encouraged to ask questions?
–Did the supervisor use any questions or feedback techniques to check
how much the trainee understands the task or job?
–Did the trainer motivate the person to want to learn the job or task?
8-8

59. Using on the Job
What You Learned Today
Jobsite Assignment
–If your company has a training/orientation program in place,
compare the ideas presented in this course to your
training/orientation program
8-9

61. Teams and Team Building
Learning Goals
–Discuss different types of teams and which team type is the best fit for
various situations.
Learning Objectives
–Define characteristics of good teams and bad teams.
–Identify the different types of teams and identify the advantages and
disadvantages of each.
–Describe the different stages of team development.
–Explain the supervisory skills needed in each of the four stages of team
development to enable the team to develop and function.
9-2

62. Why Teamwork Is Important
•Develops trust
•Poor relationships are the number one cause of
turnover
•Helps with cross-training
•Teams can take on some of the supervisor’s
work
•Frees up the supervisor to do more planning,
coaching, etc.
9-3

63. Team Types
Natural Work Team
–Integrated into the work situation; is an ongoing team
situation.
–High level of information exchange and problem solving
occurs within the normal flow of the work situation.
–The supervisor uses a range of leadership styles to develop
the team.
–The supervisor facilitates communication among team
members.
9-4

64. Team Types (continued)
Natural Work Team (continued)
–Supervisor facilitates communication, seeks ideas,
asks key questions, helps the crew analyze the
situation, summarizes needed actions and delegates
needed actions.
•Advantages of the natural work team
•Disadvantages of the natural work team
9-5

65. Team Types (continued)
Self-Directed Team
–Crew members take on even more responsibility.
–Team members do some of the things a crew
supervisor would normally do.
–Team members work together to achieve even
more.
–Crew members know when to take actions that
resolve problems and capitalize on opportunities
9-6

66. Team Types (continued)
Self-Directed Team (continued)
–Team has more knowledge of the management
functions.
–Supervisor’s role is to coach and advise as needed.
•Advantages of the Self-Directed Team
•Disadvantages of the Self-Directed Team
9-7

67. Team Types (continued)
Task Team
–Cross-functional team that meets to solve specific
problems.
–Formed to work on a specific project.
–Once that project has been resolved, the Task Team
is disbanded.
•Advantages of task teams
•Disadvantages of task teams
9-8

68. Team Types (continued)
Quality Circle
–Group of 3 to12 people from a department who
meet a few hours per week to identify and analyze
work-related problems, then develop possible
solutions
•Advantages of the quality circle
•Disadvantages of the quality circle
9-9

69. Phases of Team Development
Phase One – Start-up
–Team members are positive.
–Team members are willing to get along.
Phase Two – Conflict and Uncertainty
–Team improves ability to work together.
–However, the morale of the team begins to decline.
–Crew members begin to question value of teamwork.
–Cliques may form.
9-10

70. Phases of Team
Development (continued)
Phase Three – Productive
–The team has resolved major differences.
–The team has a more realistic understanding of its
function.
Phase Four – High Performing
–Team is truly self-directed
–Able to work through barriers and problems
–Has a clear understanding of its purpose
–Willing to take on new challenges
9-11

71. Using on the Job
What You Learned Today
Jobsite Assignment
–Identify what type of team you are part of, describe the team
and why you believe it is the type you have identified.
–Identify the stage of development your team is in.
9-12

73. Leadership Skills in Action
Learning Goals
–Recognize the value of effective supervision to both the contractor
and to workers.
Learning Objectives
–Identify company practices that could hinder productivity.
–Analyze work situations and recommend supervisory practices that
improve productivity.
10-2

74. • Each group will review two sessions.
• You will have 10 minutes to prepare your
presentations.
• You will have four minutes to present each session
review:
–1 minute to reinforce key points
–2 minutes to tell how you plan to apply — on-the-job — the
ideas and skills from this session
–1 minute for other participants to tell how they plan to apply
— on-the-job — these ideas and skills.
10-3
Review of Sessions

75. Closing Activities
•Registration and Evaluation
–Register course completion for the STP and
database
–Provide feedback
•Action Plan
–How you will apply what you have learned?
•Award Certificates
10-4