Super-Supervision

Glen DeGrawAssociate SuperintendentHuman Resources

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Start with Yourself

The following words were written on the tomb of an Anglican Bishop in the Crypts of Westminster Abbey:

When I was young and free and my imagination had no limits, I dreamed of changing the world. As I grew older and wiser, I discovered the world would not change, so I shortened my sights somewhat and decided to change only my country.

But it, too, seemed immovable.As I grew into my twilight years, in one last desperate

attempt, I settled for changing my family, those closest to me, but alas, they would have none of it.

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Start with Yourself (continued)

And now as I lie on my deathbed, I suddenly realize: If I had only changed myself first, then by example I would have changed my family.

From their inspiration and encouragement, I would have been able to better my country and, who knows, I may have even changed the world. --Anonymous

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Super-Supervision

Employee Supervision is a learned skill and a planned activity.

As Organizational Management Theory is changing in an evermore competitive global environment – so, too, the notion of what Employee Supervision/Evaluation is about is changing.

Super-Supervision is people-centered, employee-centered.

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Super-Supervision (continued)

People will not invest themselves in a task if it does not provide them with a sense of achievement. People sacrifice most for whatever contributes to their sense of personal worth. People only do superior work because they want to.

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Super-Supervision (continued)

Systems do not produce quality; people do. – They can produce it despite poor systems. – They can produce it without supervision.– They can produce it despite poor management

and supervision.

The role of managers is to free people so they can exercise commitment to quality without fear.

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Super-Supervision (continued)

The four functions of supervision which can produce superior employee performance are:– COUNSELING– TUTORING– MENTORING– CONFRONTING

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Super-Supervision (continued)

Desired Conditions/Outcomes

Planned employee interactions, coaching strategy based on prior assessment:

– COMPETENT / ATTITUDE + or - Green, Yellow– INCOMPETENT / ATTITUDE + or - Red

Trust relationship between the employee and his/her supervisor

Common vision on improvement Employee and supervisor both willing to risk and grow

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Super-Supervision (continued)

Desired Conditions/Outcomes (continued)

Build on past success; self analyze recent failures Permission to fail Removal of GOTCHA SYNDROME →Loss of Job Commitment by supervisor to assist employee in

meeting goals Supervisor able to model and coach correct skills

and procedures Supervisor able to share success and failure

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Super-Supervision (continued)

Desired Conditions/Outcomes (continued)

Common understanding of the supervision/ evaluation process

Good two-way communication – supervisor (listen, listen, talk)

Open-ended conferencing – choice of strategies: Counseling, Mentoring, Tutoring and Confronting

Honest feedback Treat people equally Holding up a mirror

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Super-Supervision is aProcess with a Purpose

“Management is the development of people,Not the direction of things…

It is the totality of the process necessaryTo challenge people to high purpose,

To involve them significantly – and to help themDevelop working relations among themselves

That are satisfying and productive inAccomplishing the aims of the institution

Of which they are a part.”Peter F. Drucker

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The Manager’s Role as Coach

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Coaching One-to-one conversations that focus on performance or performance-related topics.

GoalTo obtain commitment to superior performance.

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Objectives and Outcomes ofThe Coaching Process

CounselingResolution of problems affecting performance

MentoringUnderstanding the political context of the workplace AND

career development opportunities

TutoringContinuous learning opportunities

ConfrontingIdentifying specific performance deficiencies OR

challenging individuals to their full potential

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Outcomes of Effective Counseling

1. Accurate descriptions of problems and their causes

2. Resolution of problems affecting performance

3. Venting of strong feelings4. Insight into behavior and feelings5. Overcome obstacles and fear6. Commitment to self-sufficiency

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Outcomes of Effective Mentoring

1. Development of political savvy

2. Sensitivity to the organization’s culture

3. Personal networking

4. Proactivity for one’s career

5. Commitment to the organization’s goals and values

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Outcomes of Effective Tutoring

1. Increased technical competency

2. Increased breadth of technical understanding

3. Increased learning pace

4. Movement toward expert status

5. Transfer of new learning to the workplace

6. Commitment to continual learning

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Outcomes of Effective Confronting

1. Clarification of performance expectations

2. Identification of performance shortfalls

3. Strategies to improve performance

4. Commitment to continual improvement

5. Acceptance of more difficult tasks

6. Acceptance of more responsibility

7. A sustained high level of performance

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Developmental Level

COMPETENCE Developed ability

COMMITMENT Attitude Effort Confidence Motivation

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Matching Your Leadership Behavior to the Employees’ Developmental Level

Provide what they can’t do for themselves at the moment

Direct for people high on commitment but low on competence

Coach those who have some competence but lack commitment

Support people who are competent but have variable commitment

Delegate to the developed

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Elements of a Supportive Environment

Confidentiality Comfort Ground rules

– Time– Place– Roles

Autonomy Respect Trust

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The Sense of a Goose

In the fall, when you see geese heading south for the winter, flying along in “V” formation, you might be interested in knowing what science has discovered about why they fly that way. It has been learned that as each bird flaps its wings, it creates an uplift for the bird immediately following. By flying in a “V” formation, the whole flock adds at least 71% greater flying range than if each bird flew on its own.

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The Sense of a Goose (continued)

– People who share a common direction and sense of community can get where they are going quicker and easier, because they are traveling on the thrust of one another.

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The Sense of a Goose (continued)

Whenever a goose falls out of formation, it suddenly feels the drag and resistance of trying to go it alone, and quickly gets back into formation to take advantage of the lifting power of the bird immediately in front.

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The Sense of a Goose (continued)

– If we have as much sense as a goose, we will stay in formation with those who are headed the same way we are going.

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The Sense of a Goose (continued)

When the lead goose gets tired, he rotates back in the wing and another goose flies point.

– It pays to take turns doing hard jobs – with people or with geese flying south.

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The Sense of a Goose (continued)

The geese honk from behind to encourage those up front to keep up their speed.

– What messages do we give when we honk from behind?

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The Sense of a Goose (continued)

Finally, when a goose gets sick, or is wounded by gunshot and falls out, two geese fall out of formation and follow him down to help and protect him. They stay with him until he is either able to fly or until he is dead, and then they launch out on their own or with another formation to catch up with their group.

– If we have the sense of a goose, we will stand by each other like that.

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Timeline for Certificated Evaluations

Evaluation Components Goal setting: no later than the 8th week of

school Administrator/Teacher to reach mutual

agreement on goals.

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Timeline for Certificated Evaluations (continued)

Temporary/Probationary Teachers– Evaluated twice yearly

Once by December 15, and 30 days prior to the last day of the school year

Permanent Teachers– 30 days prior to the last day of the school year