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Basics Communication Skills for New Supervisors. 20 Critical Managerial Competencies 1. Listen Actively 2. Give Clear, Effective Instructions 3. Accept.

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Presentation on theme: "Basics Communication Skills for New Supervisors. 20 Critical Managerial Competencies 1. Listen Actively 2. Give Clear, Effective Instructions 3. Accept."— Presentation transcript:

1 Basics Communication Skills for New Supervisors

2 20 Critical Managerial Competencies 1. Listen Actively 2. Give Clear, Effective Instructions 3. Accept Your Share of Responsibility for Problems 4. Identify Real Problems 5. Manage Time, Set Priorities 6. Give Recognition for Excellent Performance 7. Communicate Desisions to Employees 8. Communicate Effectively (orally) 9. Shift Priorities, if Necessary 10. Explain Work 11. Obtain and Provide Feedback in Two-way Communication Sessions 12. Write Effectively 13. Prepare Action Plan 14. Define Job Qualifications 15. Effectively Implement Organizational Change 16. Explain and Use Cost Reduction Methods 17. Prepare and Use Cost Reduction Methods 18. Develop Written Goals 19. Justify New Personnel and Capital Equipment 20. Participate in Seminars and Read

3 Communication......is what we do to Give and Get Understanding

4 Key Areas of Personal Communications n Job Orientations n Proper Job Instruction n Key Point Tips n Job Performance Coaching

5 “First Impressions tend to be lasting impressions” “You never get a second chance to make a good first impression”

6 Elements of Worksite Specific Orientations n Prepare Yourself n Put the Person at Ease n Perform the Orientation n Conduct Follow-up Session

7 Orientation is a Worthwhile Investment in: n Improved Morale n Reduced Turnover n Greater Efficiency n Better Loss Control

8 How Supervsiors Train their Employees: n Have them work with experienced employees. …………… % n Personally provide the training % n Company training department % n Provide training from outside % n Provide no special training %

9 Proper Job Instruction n Correctly n Quickly n Conscientiously n Safely HOW TO GET A PERSON TO DO A JOB

10 Steps in Performing Job Instruction n Motivate n Tell & Show n Test n Check

11 Learners Tend to Remember n 10% of what they read n 20% of what they hear n 30% of what they see n 50% of what they see and hear n 70% of what they say as they talk n 90% of what they say as they do something

12 Motivate n Put the learner at ease n Find out what the learner knows about the job n Position learner properly n Build learner’s interest n Emphasize importance of job and learner’s performance

13 Tell & Show n Demonstrate the operation n Use step-by-step approach n Stress key points n Instruct clearly and completely

14 Test n Have the learner tell and show n Have the learner explain key points n Ask questions and correct or prevent errors n Continue until you know the learner knows

15 Check 4 Tell learner whom to go to for help 4 Put learners on their own 4 Follow-up often: 4answer questions 4review key points 4 Reinforce positive parts of performance

16 Core Concept IN GENERAL - If the learner hasn’t learned, the instructor hasn’t taught. AT WORK - If the worker hasn’t learned, the supervisor hasn’t taught

17 Positive Core Concept When the learner (employee) has learned, the instructor (supervisor) has taught and has led the way to better safety, quality, production, and cost control

18 Key Point Tipping The organized process of giving employees helpful hints, suggestions, reminders or tips about key safety, production, cost control, or quality points in their work The organized process of giving employees helpful hints, suggestions, reminders or tips about key safety, production, cost control, or quality points in their work

19 Three Basic Guidelines for Key Point Tipping n Deal with any aspect of the person’s performance (safety, production, quality) n Keep tips short and simple n Give tips as reminders rather that as formal instruction

20 Key Point Tipping n Is Easy to Learn n Takes Little Time n Cost Almost Nothing n Aids Safe and High Quality Production

21 Give A Tip With Every High Risk Job

22 Job Performance Coaching The day-to-day actions taken to help people perform as well as possible The day-to-day actions taken to help people perform as well as possible

23 The Right-to-Know Principle Every employee has the right to know: –What his job is –The job performance criteria –How he is doing –Specific steps for improvement

24 Corrective Coaching and Developmental Coaching

25 Steps in Corrective Coaching n Get agreement on problem n Mutually explore alternative solutions n Mutually agree on action n Follow-up and measure results n Reinforce desired behavior

26 Basic Beliefs behind Developmental Coaching n People want to succeed n Leadership climate is important n Development is personal n Improving present job performance is basic n Communication is vital

27 Performance Appraisal is an evaluation of a person’s job performance and potential, usually made by that person’s immediate supervisor.... an evaluation of a person’s job performance and potential, usually made by that person’s immediate supervisor.

28 Apprasial Tips n Emphasize performance, not personality n Use facts and examples n Evaluate typical performance n Avoid “ancient history” n Show both the improvements and problems n Don’t hide things n Keep confidences

29 Performance Discussion is a two-way communication between and employee and his supervisor regarding:... is a two-way communication between and employee and his supervisor regarding: âthe persons job (responsibilities/indicators/standards) âthe person’s job performance (not what the person “is” but what the person has done) âplans for performance improvement and personal development

30 Tips for Effective Performance Discussions n Know the job n Know the person n Know what goals and objectives you want the person to do n Emphasize growth in present job n LISTEN n Stress acceptance n Use specific examples to illustrate n Observe “working” limits n Agree on behavior change goals n Set up a timetable


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