The document provides guidance for supervisors on managing employees effectively. It discusses setting clear expectations and goals for employees, providing positive and constructive feedback, and supervising with flexibility based on individual employee needs. The key responsibilities of a supervisor include recognizing good performance, treating employees fairly and with respect, communicating goals and results, and helping employees learn and develop.

1. 1
eesscc
Excellence in Supervision
Marnys Developing Program
Dr. Wael nofal

2. 2
contents
 Introduction
 Getting started
 Managing for high performance
 Communicating with others proactively
 Coaching for excellence
 Dealing with change positively
 Action plan

3. 3
Introduction

4. 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

5. 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 ……………………

6. 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.

7. 7
How to transition to supervisor?
 Three key area need your attention:
1. Personal needs
2. Other departments’ needs
3. Employees’ needs
 First clarify your and yours’ employees
role, goals and job description.

8. 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
1- Achieve annual territory sales target.
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

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
12
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
1- Achieve annual area sales target.
2- Implement Marnys action plan to optimize Med. Reps
action.
3- take the full responsibility of Med. Reps

13. Supervisor’s Major Accountabilities
4- Organize, Direct (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. For Manager only:
• administrative
aspect of manger’s
job
Management
• interpersonal aspect
of manger’s jobLeadership
14

15. Management:
(administrative aspect of manger’s job)
1. Planning
2. Organization
3. Direction (leading)
4. Coaching
5. Delegation
6. Motivation
7. controlling
15

16. Leadership:
(interpersonal aspect of manger’s job)
Increase/create tusks of his employments to
achieve objective by given good future
1. Change
2. Inspiration
3. Motivation
4. Communication
5. Hoping
6. influence
7. Ethics
8. Direct 16

17. Career developments:
1. evaluated state & performance
2. SWOT analysis
3. improvement plan
4. improvement strategy
5. implementation
6. control/follow up
17

18. Important in management:
1. responsibility
2. right delegation
3. share objective formation
4. good communication
5. learning
6. accept change/development
7. given time to implement (my time)
8. support, implement success
9. basic/essential treatment problems
10. Seriously
18

19. 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.

20. 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)

21. 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.

22. 22
Defining Excellence
2008
Marketing Trends
Predictions
Defining
Excellence’s way

23. 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:
1) From your experience, what causes employee respect a
supervisor?
2) From your experience, what causes employee to dislike a
supervisor?
3) How do you want to be viewed as a supervisor? is their anything
you need to learn to help you achieve that?
4) What skills do you already have that will help you succeed?
5) What definition would you give to an excellent SV?
6) What is your role as a supervisor?
7) What duties will you perform in order to fulfil your role?

24. 24

25. 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.

26. 26
Management Thought
Old SCHOOL
 Boss
 Authoritarian
 Controller
 Organizer
 Expert
 Cop
 referee
New SCHOOL
o Team leader
o Communicator
o Coach
o Facilitator
o Listener
o Problem solver
o cheerleader

27. Traditional supervision
you know it when you see it
http://www.flickr.com/photos/878697
58@N00/365740316

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. New supervision
you will know it when you see it
http://www.flickr.com/photos/300082
72@N00/707543617
http://www.flickr.com/photos/25305687@N00/105737843
http://www.flickr.com/photos/jakebou
ma/109039319/

31. three questions
1. which does what?
2. where does it go?
3. where can I get it?

32. 32

33. 33

34. 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.

35. 35
Part 2.
Managing for high performance
Experience
with people is
that they
generally do
what you
expect them

36. 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

37. 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?

38. 38
Benefits obstacles
Why use these skills? Why aren’t they used more?
 Build confidence in employee
 Clarifies and expectations
 General pride in a job
 Increase job satisfaction
 Creates willingness to go the
extra mile
 Relieves job boredom or
routine
 Increase productivity
 Others ………..
 Don’t know how
 Don’t think the skills work
 Don’t want to change
 Don’t have enough time
 Have tried and failed
 Laziness or apathy
 Accept mediocre result
 Others ……..

39. 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.

40. 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

41. 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%.

42. 42
Establish clear expectations
and goals
 Name:---------------------
 Job:---------------------------
 Overall responsibility:
 Key job duties
 Improve area * priorities + mark strength
 performance goals (SMART)

43. 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.

44. 44
Providing rewards and
recognition
 No cost:
 Low cost

45. 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).

46. 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.

47. 47
General directions of Review
session:
1) Counseling method:
extra help, privately done.
 Steps will done:
1. Identify the problem.
2. Ask for the employee’s view.
3. Seek the employee’s ideas on how to improve.
(add your guidance)
4. Agree on a plan and put it in writing.
5. Establish a follow-up review of results.

48. 48
Follow General directions of
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:
1. Identify the problem.
2. State the expectation or goal.
3. State the consequence.
4. Ask for employee comments, then summarize.

49. 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?

50. 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?

51. 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? )

52. 52
Basic approaches for managing for high
performance
Relationship app. Training app.

53. 53
 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
a) Relationship approach

54. 54
Understanding employee needs:
are the money is the most important motivator?
1. Challenges (goals, risks, change, learning)
2. Recognition for a job well done.
3. A feeling on things (teamwork, input, opportunity)
4. Job security
5. money

55. 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.
1. Present
2. Practice
3. Perform
4. Evaluate
 Excellent SV must encourage employee to active participation during
training
 Plan for training involvement for employee 2- 4 training per year.

56. 56
Performance Assessment
very important of SV with flexibility is
assessing the employee’s performance
level.
motivation?
Performance level employee
( EMB )
skill?

57. 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)

58. 58

59. 59

60. 60

61. 61

62. 62
Part 3. communicating with
others proactively

63. 63
Part 3. communicating with
others proactively
Building
interdependent
relationships:
A
A B
B
Dependant = Interdependent =

64. 64
Use the key communication skills checklist to help you do better,
develop interdependent relationship with employee.

65. 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

66. 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

67. 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

68. 68
How to delegate
1. Outline clear expectations, goals, and reasons for delegating the task.
2. Set timeline.
3. Answer any questions or concerns.
4. Reassure the employee that he can do it. Give needed tools, support,
or training.
5. Follow up to chick on progress.
Make A Plan to delegate
Task/goal keep delegate Why delegate or keep

69. 69
b) Communicating with a team
Together
Everyone
Achieves
More

70. 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

71. 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

72. 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

73. 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

74. 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

75. 75

76. 76

77. 77

78. 78
Strategies for proactive
communication
 make a commitment.
Prepare, prepare, prepare.
Ask for another feedback.
Delegate tasks effectively.
Continuous improve your skills.

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
Worst Behavior
1. …
2. …
3. …
4. …
Best Behavior
1. …
2. …
3. …
4. …
character
1. …
2. …
3. …
4. …
Character
1. …
2. …
3. …
4. … 81

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
Formal
coaching
Informal
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)
1) Review goals and expectations.
2) Assess level of performance.
3) Provide feedback/ guidance.
4) Develop action plans.
5) Establish follow-up.
87

88. 88

89. Coaching worksheet: sample
89

90. Case study 4
90

91. 91
Case study 4

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:
1) Emergence of the information
age.
2) Greater competition.
3) Increasing customer
demands.
4) Volatile workforces.
94

95. Do you see the change as a
problem or a possibility?
95
Basic ways
to change
Reactive
Be forced to change
Proactive
Make a deliberate
choice and plane to
change

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
1. Clearly and specifically identify the problem
2. Outlines 3-5 obstacles that get in the way of
success.
3. Outlines 3-5 forces that will help your success.
4. Identify 3 alternative solutions and the possible
outcomes.
5. Decide on a course of action.
6. Create a specific plan to implement the solution.
(add timelines)
7. Follow up 108

109. 109we re-invent the wheel

110. 110
Problem
analysis tools
Ishikawa’s fish-bone
concept
Helicopter
view

111. The Helicopter View
Overall situation
Problem/s
Alternative/s
Decide on best
option/s
action
Follow-up
111

112. Fish-bone diagram
environment
materials
polices
product
people
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. Think of potential, not the problems
Be action oriented, not apathetic
Stay proactive, not reactive
124
HOW GOOD CAN YOU BE?