SUPERVISORY SKILLSelogbook.cpsp.edu.pk/elogbook/supervisors_workshop... · Short Term Effects - faster heart beat - increased sweating - cool skin - cold hands and feet - feelings

SUPERVISORY SKILLS

DAY THREE

Stress

Common physical symptoms of stress

Managing stress

Leadership

Striving to succeed as a leader

What type of a leader are you?

Be a leader not a boss

Defining delegation

Delegating more effectively

STRESS

Stress is a scourge of the modern day living. We are in the phase oftremendous growth of knowledge, rapid social change, and technicalinnovations. For many people, the pace of change is too fast, resultingin stress.

Unfortunately a growing number of students are becoming victims ofstress and taking to harmful habits like popping sleeping pills,smoking and even consuming drugs.

Stress is universal and could be a disabling human phenomenon.However, it can also be a stimulant to growth. In fact `optimumamount of stress is necessary to achieve the best results'. It is the highdegree of stress persisting for relatively longer periods that isdamaging for our physical and mental health. For example, imaginebeing totally cool about a forthcoming examination or an interview.What happens? You are not likely to be alert and motivated to work forbeing successful. On the other hand, if you come under too much ofstress, it may cause confusion, disturbed thinking, distortedperception, insomnia and such other symptoms that would result inpoor performance/outcome.

Thus, stress could be friendly and useful also and what reallymatters is how you perceive a situation and go about managing it.Sometimes situations may look similar but their management totallydiffers. For example you may be performing very well at medical /dental college and yet when you prepare for the postgraduate examsyou know that your performance at school does not guarantee yourselection in such highly competitive examinations. Therefore you haveto work much harder under greater psychological pressure for suchcompetitive exams because you would be competing with equallybright or even better students. If you accept the challenge with healthyspirit and work hard under examination pressure then the stressbecomes friendly and helps you to achieve your goal. On theother hand, if you are not mentally prepared to cope with the demandsof such situations, you are likely to experience severe stress that mayhamper your performance in the examination. Acknowledging thesource of the stress is key to managing it.

110Supervisory Skills


COMMON PHYSICAL SYMPTOMS OFSTRESS

Short Term Effects

- faster heart beat- increased sweating- cool skin- cold hands and feet- feelings of nausea- rapid breathing- tense muscles- dry mouth - diarrhea- irritability- anxiety

Long Term Effects

- change in appetite - frequent colds - asthma- digestive problems- headaches- skin eruptions- sexual disorders- aches and pains- tiredness- heart disease- seizures

MANAGING STRESS“Now that I realize stress is affecting my well being, what can Ido ?”There are numerous ways to reduce stress in your life; the correctanswer is finding what works for you. Research has shown thatcognitive-behavioral therapy can be effective in reducing stress. Notonly do you learn to react differently to specific stress relatedactivities, you learn to understand how your thinking patterncontributed to the stress and how to alter your thought process.

A few suggestions... ● Take time out for self .● Focus on personal strengths. ● Know your limitations. ● Let go of those things you cannot change. ● Change the way you look at things. ● Talk about the situation causing stress

Breathing and relaxation exercises are key to reducing negative stress.

An overall approach to improving every day life has proven to be themost effective method to managing stress.

Take a walk, exercise, stretch, take deep breathes, laugh, play a game,see a movie, express affection, share feelings, sing, paint, write, makenew friends, tackle problems head on, give thanks, let go, and laughsome more...http://www.healthauthority.com/stress.htm

Informational Links● MSNBC Mental Health Update

www.msnbc.com/news/mentalhealth_front.asap● Stress, Inc.

http://stress.jrn.columbia.edu/site/index.html● Stress Management for Patient and Physician

www.mentalhealth.com● Web MD

www.webmd.com


References1. Lehrer, Paul M. and Woolfolk, Robert L. Principles and Practice of

Stress Management. The Guilford Press, New York, 1993.

2. Long, MD Phillip W. Internet Mental Health.www.mentalhealth.com.

3. National Institute of Mental Health. Anxiety Disorders.www.nimh.nih.gov.

4. Posen, MD David B. The Canadian Journal of Continuing MedicalEducation. April, 1995.


LEADERSHIPANSWER THE FOLLOWING QUESTIONS:

1. What does effective educational/ academic leadership mean to you?

2. How has ineffective leadership in your work place harmededucational progress?

3. How has effective leadership in your work place improved educational progress?

4. How would you describe yourself as a leader?

5. Would you characterize yourself as dynamic or creative?Aggressive or assertive? Supportive or adaptive?

6. How do you know that you actually act the way you havedescribed?


25 RULES FOR LEADERSFast Company's recent RealTime San Diego generated a remarkable

collection of ideas, tools, and inspirational advice. Here are 25 of the

smartest insights that we took away

In calling Fast Company readers to lead change at work and at home,

RealTime speakers shared their ideas about the state of business, the

power of people, and the future of innovation. Here are 25 of the

smartest insights that we took away from the event.

1. Audit Your Company Cultures "Companies don't have one culture. They have as many as they

have supervisors or managers. You want to build a strong culture?

Hold every manager accountable for the culture that he or she

builds."

--Marcus Buckingham , coauthor of First, Break All the Rules and

Now, Discover Your Strengths

2. Informed People Don't Fear Change "People are not afraid of change. They fear the unknown."

--Dick Brown , chairman and CEO of EDS

3. Beware "Aspirational Accounting" "Enron has changed things significantly. You used to be able to buy

a company, account for it in bizarre ways, and make money on the

sale. That world is over."

--Nolan Bushnell , founder, chairman, and CEO of uWink Inc.

4. Empower Your People -- Turn Them Loose "Freedom is the greatest when the ground rules are clear. Chalk

out the playing field and say, Within those lines, make any

decisions you need."



5. Prevent Erosion of Human Assets "We are systematically depreciating our human capital. For most

people, the first year with the company is the best. It's downhill

from there."



6. Be Generous With What You Know "Knowledge sharing is the basis of everything. Share knowledge

with reckless abandon."

--Tim Sanders , chief solutions officer at Yahoo

7. Expand Your Roster "Think of your team as not just the people you pay, but as the

people who pay you as well."

--Feargal Quinn , executive chairman of Superquinn

8. Don't Judge a Man by the Size of His Wallet "The only thing wrong with poor people is that they don't have any

money. That's a curable condition."

--Bill Strickland, president and CEO of the Manchester

Craftsmen's Guild and the Bidwell Training Center

9. Harness Your Skills for Good "Technology has enormous potential to facilitate public-health

problem solving. Marcus Welby needs you guys."

--Dr. Irwin Redlener , president and cofounder of the Children's

Health Fund and president of the Children's Hospital at

Montefiore

10. Groom Your People for Success"Weakness fixing might prevent failure, but strength building

leads to excellence. Focus on strength, and manage around

weaknesses."




11. Promote Brand Awareness Throughout Your Enterprise "Everybody throughout the enterprise should know what the brand

can and cannot do. There's an imperative for education."

--Jim Goodwin, vice president of marketing at the Absolut Spirits Co.

12. Embrace Imperfection -- Fast! "Beware of perfect people. They will never propel your enterprise to

greatness. They're too cautious. You've got to be fast to be good."


13. Don't Let the Venture Capitalists Get You Down "Revolutionary change is where real value is created. Don't assume the

capital markets know what the hell they're doing. The VC market is

currently in more disarray than most companies."


14. Allow Yourself to Dream "Dreams are maps. The ability to think about the future is what drives

us all to attain."

--Dr. Irwin Redlener , president and cofounder of the Children's Health

Fund and president of the Children's Hospital at Montefiore

15. Increase Your Net Worth "Networking is sharing your contacts with others to create value

without the expectation of compensation. Your network is your net

worth."

--Tim Sanders , chief solutions officer at Yahoo

16. Use Every Teachable Moment "Every time you give somebody compensation, it's a great time to give

feedback."



17. Shine Some Hope"If you want to work with people who have no hope, you have to look

like the solution and not the problem."

--Bill Strickland , president and CEO of the Manchester Craftsmen's

Guild and the Bidwell Training Center

18. Set a New Standard of Performance "We need to get beyond the single bottom line and measure a

company's performance by a triple bottom line. Financial profits alone

aren't enough. The results also need to be good for people and for the

environment."

--Scott Bedbury , CEO of Brandstream

19. Laugh at Yourself "Just when you think the sun shines out of your butt, all you have is

an illuminated landing area."


20. Get Up, Stand Up "YCDBSOYA: You can't do business sitting on your armchair."

--Feargal Quinn , executive chairman of Superquinn

21. Stop Whining -- Start Seeking"In these times, it's important to find the opportunities in the

disruptions rather than just to lament the change."

--Rob Glaser , chairman and CEO of RealNetworks Inc.

22. Leaders: Move It or Lose It "Managers consistently delude themselves about how much good

they're doing. The oath for managers should be the same as physicians:

First do no harm. "

--Robert Sutton, professor of management science and engineering at

Stanford University


23. Be Honest "The same thing you want from management is what customers

want from you: honest communication. Be honest with your

customers; tell them everything you know."

--Bonnie Reitz, vice president of sales and distribution at

Continental Airlines

24. Don't Stretch This Rule "When you start thinking about growing your brand, be sure not

to ignore the Spandex rule: Just because you can, doesn't mean

you should."

--Scott Bedbury, CEO of Brandstream

25. What's Your Bottom Line ? "People over 65 were asked, 'If you could live your life over, what

would you do differently?' They said three things: 'I'd take time to

stop and ask the big questions. I'd be more courageous and take

more risks in work and love. I'd try to live with purpose -- to make

a difference.' You don't have to be an elder to ask, What's my own

bottom line?"

--Richard Leider, founding partner of the Inventure Group

Copyright © 2004 Gruner + Jahr USA Publishing. All rights reserved.

Fast Company, 375 Lexington Avenue, New York, NY 10017



accomplish the goals of the organization

do all the process activities

succeed without environmental support

assume that thou art the only intelligentbeing in the organization

survive without feedback to members

survive without feedback from members

satisfy all the people all the time

keep thy position forever

expect everything to go right all of the time

ignore your personal and professional needs

You must depend on those with whom youwork

You must delegate authority andresponsibility

You must seek feedback from theenvironment and you must represent yourorganization to the environment

You must involve other organisationalmembers in the organisational functions

Evaluation and discussion are critical

You must create a climate of trust and showa willingness to listen

But you should upset the right people forthe right reasons

You must leave it for the right cause at theright time

You must not take the events personally orallow others to take them personally

You must maintain your integrity and selfin all situations

THE TEN COMMANDMENTSOF LEADERSHIP

Thou Cannot .... So

Source: John Andes & Ernest Goeres in Management Solutions

STRIVING TO SUCCEED AS A LEADER

It is useful to consider the differences between leadership andmanagement in order to determine how best to perform as a leader andnot just as a manager. Leaders achieve success because:

● They are innovators while managers are administrator.

● They look toward the future while managers have a short-rangeview.

● They challenge the status quo while managers accept it.

● They do the right things while managers do things right.

● They have their eyes on the horizon while managers are looking atthe bottom line.

Managers are charged with the task of managing people, processes,and systems. They must predict and plan for the future, and mustmotivate, guide and direct their staff. Their jobs will become easier ifthey understand the differences between managers and leaders and ifthey choose to act and think like the latter.

“The leader of the past was a person who knew how to tell. The leaderof the future will be person who knows how to ask”.

Peter Drucker, in a talk given

To the Drucker Foundation

Advisory Board in 1993.

An effective leader must consistently ask for and receive feedback,ideas, and information. Sources should include patients (past, present,and potential), staff, colleagues, seniors, administrators, and juniordoctors.


WHAT TYPE OF A LEADER ARE YOU?

Different organizations, depending on their type require differenttypes of leaders. Among these type are:

a. visionaries, b. administrator, and c. implementers.

a. (VISIONARIES) communicate their ideas and enthusiasm andinspire others to follow them. They speak in positive and confidentterm, use nonverbal communication effectively, show personalconviction in the ideas they advocate, find common goals anddreams to appeal to in other, and can make their visions for thefuture seem real.

b. (ADMINISTRATIVE LEADERS) are able to keep track all atonce of many different sections, projects, and employees, thecompetitive environment, and integrate these factors together intoplans and strategies. This type of leader is best suited to run alarge, growing hospital and keep it profitable.

c. (IMPLEMENTER) is able to assign works, monitor it well, andinspire his or her staff to get it done. This type of leader empowers employees to work efficiently, productively, cooperatively, andinnovatively.

Traits most admired in leaders include honesty, competency, and anability to inspire. Leadership abilities seem to be innate in somepeople, but everyone can develop them. You need to examine yourleadership style, and learn ways to enhance it from experience andfrom the example of others. You must create an atmosphere of trustand encourage feedback from those around you. You must also learn tolisten.


LEADERSHIP STYLE SURVEY

Directions:

This questionnaire contains statements about leadership style beliefs. Nextto each statement, circle the number that represents how strongly you feelabout the statement by using the following scoring system:

● Almost Always True - 5

● Frequently True - 4

● Occasionally True - 3

● Seldom True - 2

● Almost Never True - 1Be honest about your choices as there are no right or wrong answers - it isonly for your own self-assessment.


S.# Almost Freque- Occasio- Seldom AlmostAlways ntly nally True Never

True True True True

1. I always retain the final decision making 5 4 3 2 1 authority within my department or team.

2. I always try to include one or more employees 5 4 3 2 1in determining what to do and how to do it. However, I maintain the final decision making authority.

3. I and my employees always vote whenever a 5 4 3 2 1major decision has to be made.

4. I do not consider suggestions made by my 5 4 3 2 1employees as I do not have the time for them.

5. I ask for employee ideas and input on upcoming 5 4 3 2 1 plans and projects.

6. For a major decision to pass in my department, 5 4 3 2 1it must have the approval of each individual or the majority.

7. I tell my employees what has to be done and 5 4 3 2 1how to do it.

8. When things go wrong and I need to create a 5 4 3 2 1strategy to keep a project or process running on schedule, I call a meeting to get my employee's advice.

9. To get information out, I send it by email, 5 4 3 2 1 memos, or voice mail; very rarely is a meeting called. My employees are then expected to act upon the information.


S.# Almost Freque- Occasio- Seldom AlmostAlways ntly nally True Never

True True True True

10. When someone makes a mistake, I tell them not 5 4 3 2 1to ever do that again and make a note of it.

11. I want to create an environment where the 5 4 3 2 1employees take ownership of the project. I allow them to participate in the decision making process.

12. I allow my employees to determine what needs 5 4 3 2 1to be done and how to do it.

13. New hires are not allowed to make any 5 4 3 2 1decisions unless it is approved by me first.

14. I ask employees for their vision of where they 5 4 3 2 1 see their jobs going and then use their vision where appropriate.

15. My workers know more about their jobs than 5 4 3 2 1me, so I allow them to carry out the decisions to do their job.

16. When something goes wrong, I tell my 5 4 3 2 1employees that a procedure is not working correctly and I establish a new one.

17. I allow my employees to set priorities with 5 4 3 2 1my guidance.

18. I delegate tasks in order to implement a new 5 4 3 2 1procedure or process.

19. I closely monitor my employees to ensure they 5 4 3 2 1are performing correctly.

20. When there are differences in role expectations, 5 4 3 2 1I work with them to resolve the differences.

21. Each individual is responsible for defining 5 4 3 2 1their job.

22. I like the power that my leadership position 5 4 3 2 1holds over subordinates.

23. I like to use my leadership power to help 5 4 3 2 1 subordinates grow.

24. I like to share my leadership power with my 5 4 3 2 1subordinates.

25. Employees must be directed or threatened with 5 4 3 2 1punishment in order to get them to achieve the organizational objectives.

26. Employees will exercise self-direction if they 5 4 3 2 1are committed to the objectives.

27. Employees have the right to determine their 5 4 3 2 1own organizational objectives.

28. Employees seek mainly security. 5 4 3 2 1 29. Employees know how to use creativity and 5 4 3 2 1

ingenuity to solve organizational problems. 30. My employees can lead themselves just as 5 4 3 2 1

well as I can.

In the fill-in lines below, mark the score of each item on thequestionnaire. For example, if you scored item one with a 3(Occasionally), then enter a 3 next to Item One. When you have enteredall the scores for each question, total each of the three columns.

This questionnaire is to help you assess what leadership style younormally operate out of. The lowest score possible for a stage is 10(Almost never) while the highest score possible for a stage is 50 (Almostalways).

The highest of the three scores indicates what style of leadership younormally use. If your highest score is 40 or more, it is a strong indicatorof your normal style.

The lowest of the three scores is an indicator of the style you least use.If your lowest score is 20 or less, it is a strong indicator that younormally do not operate out of this mode. If two of the scores are close to the same, you might be going througha transition phase, either personally or at work, except:

● If you score high in both the participative and the delegative thenyou are probably a delegative leader.

If there is only a small difference between the three scores, then thisindicates that you have no clear perception of the mode you operate outof, or you are a new leader and are trying to feel out the correct stylefor you.


Item Score Item Score Item Score1 ______ 2 ______ 3 ______4 ______ 5 ______ 6 ______7 ______ 8 ______ 9 ______10 ______ 11 ______ 12 ______13 ______ 14 ______ 15 ______16 ______ 17 ______ 18 ______19 ______ 20 ______ 21 ______22 ______ 23 ______ 24 ______25 ______ 26 ______ 27 ______28 ______ 29 ______ 30 ______

Total ______ Total ______ Total ______Authoritarian Participative Delegative

Style Style Style(autocratic) (democratic) (free reign)

FINAL THOUGHTS

Normally, some of the best leaders operate out of the participative

mode and use the other two modes as needed. An example of an

exception would be a leader who has a new crew or temporary work-

force. That leader would probably need to operating out of the

authoritarian mode most of the time. On the other hand, a leader who

has a crew of professionals or a crew that knows more than she or he

does, would probably operate out of the delegative mode.

Leaders who want their employees to grow, use a participative style of

leadership. As they "grow" into their jobs, then they are gradually

given more authority (delegative) over their jobs.


LEADERSHIP STYLE INDICATOR

Thinking about your leadership, please give each of the statements a score

using the following 1 to 5 scale.

A "5" represents a statement you strongly agree with, through to "1"

where you strongly disagree.

1. I spend quality time thinking about future

possibilities. 1 2 3 4 5

2. I see myself as well organised. 1 2 3 4 5

3. Others have said how much they appreciated

my encouragement 1 2 3 4 5

4. I try to avoid taking risks. 1 2 3 4 5

5. I'm particularly good at sensing how people

are feeling. 1 2 3 4 5

6. I believe I can recognise gifts and potential in people. 1 2 3 4 5

7. I see myself as much more of a people person

than a task person 1 2 3 4 5

8. I tend to overcome barriers to reach goals. 1 2 3 4 5

9. I delegate well to others in the organisation. 1 2 3 4 5

10. I'm good at finding practical solutions to problems. 1 2 3 4 5

11. Others see me as an energetic person. 1 2 3 4 5

12. I place a high degree of trust in others in

my organization 1 2 3 4 5

13. I go out of my way to give people feedback

on their work. 1 2 3 4 5

14. Others have commented positively on my

listening skills 1 2 3 4 5

15. I'm often behind schedule because I have so

much to do. 1 2 3 4 5


16. I have a clear focus on what we need to do as

an organization 1 2 3 4 5

17. Having a number of activities underway gives

me real satisfaction 1 2 3 4 5

18. I can assess what resources are required to

complete a project 1 2 3 4 5

19. I seem to have the knack of finding the right

words to motivate people. 1 2 3 4 5

20. I am nearly always clear on the long term

direction we should take. 1 2 3 4 5

21. I would rather focus on what we need to do, than on

how we should do it. 1 2 3 4 5

22. I seem to build fruitful long-term relationships easily. 1 2 3 4 5

23. I prefer to work alone than to work in teams. 1 2 3 4 5

24. I am often able to help the organisation work

more efficiently. 1 2 3 4 5

25. I enjoy reconciling different points of view. 1 2 3 4 5

26. I have the faith to aim for things others think

are impossible. 1 2 3 4 5

27. I'm at my best spearheading a particular task 1 2 3 4 5

28. I'm able to break down projects into the

steps that need to be achieved 1 2 3 4 5

29. I pray regularly for those around me. 1 2 3 4 5

30. When I join a group, others tend to look to

me for a lead. 1 2 3 4 5



The autocrat has little confidence in his subordinates and distrusts them. He makesmost of the decisions and passes them down the line. He makes threats wherenecessary to ensure that his orders are obeyed.

FOUR LEADERSHIP ANDMANAGEMENT STYLES

The Autocrat tells people what to do

Based on Tayeb M H (1996) The management of a multicultural workforce; John Wiley

Leadership is the process of influencing group activities towards the achievement ofgoals. Leaders influence and change the way people think about what is desirable,possible and necessary.

Not all managers in organisations are leaders, but they do share with the leaders thedesire to achieve the goals of organisations. It is perhaps useful to recognise four basictypes of manager.

The benevolent autocrat sees himself as a superior father figure who makes all theimportant decisions and then convinces his subordinates to go along with them. Hemay allow some decisions to be made by some subordinates within a frameworkset by himself. Rewards as well as punishments may be used to 'motivate' people.

The benevolent autocrat sells his ideas to others

The consultative democrat has confidence and trust in most people andcommunicates and colnsults widely with his employees. Before making decisions hewill seek the views of his coordinates, but he or she will have the final say.

The consultative democrat consults with others beforemaking his decisions

The participatory democrat has complete confidence and trust in his colleagues.When a mojor problem arises or decision has to be made, all the relevant actors arecalled together to discuss the issues and the mojority view is taken as the finaldecision.

The participatory democrat shares the decision makingprocess with others

SIX LEADERSHIP AND MANAGEMENTSTYLES

Based on Morgan G (1986) Images of Organisations: SageSchools, like governments, use some system of "rule" as a way ofcreating and keeping order among their staff. Political theory can thusmake a valuable contribution to noticing how schools function. Themost common kinds of political rule are as follows:

Few organisations use only one method of “rule”. The key task intrying to figure out how an organization runs is to determine which ofthe methods are, and could/should be, used where, when, why and how.


absolute government where power is held by anindividual or small group and supported bycontrol of critical resources, property orownership rights, tradition, charisma, andother claims to personal privilege

Autocracy

rule exercised through use of the written word,which provides the basis for a rational-legaltype of authority, or "rule-of-law"

Bureaucracy

rule exercised through the election of officersmandated to act on behalf of the electorate, andwho hold office for a specific time period or solong as they command the support of theelectorate, as in parliamentary governmentand forms of worker control and shareholdercontrol in industry

RepresentativeDemocracy

rule exercised through use of knowledge,expert power, and the ability to solve relevantproblems

Technocracy

the form of rule where opposing partiescombine in the joint management of mutualinterests, as in coalition government orcorporatism, each party drawing on a specificpower base

Codetermination

the system where everyone has an equal rightto rule and is involved in all decision making,as in many communal organisations such ascooperatives and kibbutzim. This politicalprinciple encourages self-organisation as a keymode of organising

Direct

Democracy

BE A LEADER NOT A BOSS

The Boss Drives his men

The LEADER inspires them

The Boss evokes fear

The LEADER radiates love

The BOSS says "I"

The LEADER says "We"

The BOSS shows who is wrong

The LEADER shows what is wrong

The BOSS knows how it is done

The LEADER shows how to do it

The BOSS abuses men

The LEADER uses them

The BOSS demands respect

The LEADER commands respect

Contributed by:

Dr. Farhat Naz

Assistant Professor

Gynaecology /Obstetric Unit

Allama Iqbal Medical College

Jinnah Hospital, Lahore.


DEFINING DELEGATION

Have your juniors become stagnant in their growth, or is the

department you head suffering from a severe case of organizational

ineffectiveness? These are often signs that you are keeping too much

work for yourself-perhaps more than you can handle-and that you need

to delegate some of it.

Delegation involves three important concepts: responsibility, authority,

and accountability. To delegate well, the supervisor must share

responsibility and authority with the delegatees and hold them

accountable for their performance. The ultimate accountability,

however, must still lie with the supervisor.

Delegation is:

● giving someone the responsibility and authority to do something

that is normally part of the supervisors job. Delegation is not a task

assignment.

● not "dumping" problems on someone else. Trainees should not feel

that they are doing the supervisors work but rather that they have

received an opportunity for growth.

● not abandonment. The supervisor retains ultimate accountability

for the task and needs to establish checkpoints to monitor progress.

● giving the trainee the appropriate authority to act alone and

providing the necessary tools for success. The supervisor should not

dictate every detail of the way the job should be done.


Success in delegating work depends upon picking the right people. If

you don’t have the right people, maybe you need to reevaluate your

workforce or maybe you should select another job to delegate, one that

does not require talents only you possess. When you do delegate work,

hand off only small pieces at first. If the project is handled well, then

delegate more.

Delegation can free you up to concentrate on the matters most

essential to your job. It can make you look good by increasing

productivity, and help you groom a successor so that you can move on.

But making delegation successful means giving the delegatee

whatever time and hand-holding is necessary. It will only work if you

practice excellent communication and effective coaching with all

delegatees.


DELEGATING MORE EFFECTIVELY

Delegating successfully is not a simple task, but developing the skills

to do so will pay off down the road. Someone new to management may

find delegation anxiety-provoking. If you are used to doing things

yourself, will you be able to let go and trust other to do the work? You

must understand that mistakes will be made and learn to guide juniors

in correcting or preventing those mistakes.

● Delegate when there is someone more skilled available or when the

task can be completed by a subordinate whose time is less

expensive.

● Do not give trainees just menial tasks. Include tasks that offer

opportunities for learning and growth.

● Distribute tasks with an understanding of each trainees job status,

abilities, and total workload.

● Use benchmarks to monitor progress along they way. Having only a

deadline can be overwhelming.

● Don’t micromanage subordinates. Senior trainees likely have the

skills to manage complex tasks on their own. They can also provide

you with a wealth of information that will help you better

understand the functioning of the department.

● Establish what needs to be done, and then provide support for the

trainee as he or she determines how to get the job done.

● Tasks should always be clearly defined. Use guidelines and concise

instructions regarding what you want done within the context of

available resources and potential limitations. Also, always

remember to give credit for a job well done.


Documents

SUPERVISORY SKILLSelogbook.cpsp.edu.pk/elogbook/supervisors_workshop... · Short Term Effects - faster heart beat - increased sweating - cool skin - cold hands and feet - feelings