Supervising Others Instructor Guide
TABLE OF CONTENTS Preface ..............................................................................................................................................1 What is Courseware? ................................................................................................................................ 1 How Do I Customize My Course? .............................................................................................................. 1 Materials Required ................................................................................................................................... 3 Maximizing Your Training Power .............................................................................................................. 3 Module One: Getting Started .............................................................................................................5 Housekeeping Items.................................................................................................................................. 5 The Parking Lot ......................................................................................................................................... 6 Workshop Objectives ................................................................................................................................ 6 Pre-Assignment Review ............................................................................................................................ 7 Action Plans and Evaluations.................................................................................................................... 7 Module Two: Setting Expectations .....................................................................................................8 Defining the Requirements ....................................................................................................................... 8 Identifying Opportunities for Improvement and Growth ....................................................................... 10 Setting Verbal Expectations .................................................................................................................... 11 Putting Expectations in Writing .............................................................................................................. 12 Case Study............................................................................................................................................... 13 Module Two: Review Questions.............................................................................................................. 14 Module Three: Setting Goals ............................................................................................................ 16 Understanding Cascading Goals ............................................................................................................. 16 The SMART Way ..................................................................................................................................... 18 The Three P’s........................................................................................................................................... 19 Helping Others Set Goals ........................................................................................................................ 20 Case Study............................................................................................................................................... 22
Module Three: Review Questions ........................................................................................................... 23 Module Four: Assigning Work........................................................................................................... 26 General Principles ................................................................................................................................... 26 The Dictatorial Approach ........................................................................................................................ 27 The Apple-Picking Approach ................................................................................................................... 29 The Collaborative Approach ................................................................................................................... 30 Case Study............................................................................................................................................... 31 Module Four: Review Questions ............................................................................................................. 32 Module Five: Degrees of Delegation ................................................................................................. 34 Level One: Complete Supervision ............................................................................................................ 34 Level Two: Partial Supervision ................................................................................................................ 35 Level Three: Complete Independence ..................................................................................................... 36 Case Study............................................................................................................................................... 37 Module Five: Review Questions .............................................................................................................. 38 Module Six: Implementing Delegation .............................................................................................. 40 Deciding to Delegate .............................................................................................................................. 40 To Whom Should You Delegate? ............................................................................................................ 41 Providing Instructions ............................................................................................................................. 42 Monitoring the Results ........................................................................................................................... 43 Troubleshooting Delegation ................................................................................................................... 44 Case Study............................................................................................................................................... 46 Module Six: Review Questions ................................................................................................................ 47 Module Seven: Providing Feedback .................................................................................................. 49 Characteristics of Good Feedback .......................................................................................................... 49 Feedback Delivery Tools.......................................................................................................................... 51 Informal Feedback .................................................................................................................................. 53
Formal Feedback..................................................................................................................................... 53 Case Study............................................................................................................................................... 54 Module Seven: Review Questions ........................................................................................................... 55 Module Eight: Managing Your Time .................................................................................................. 57 The 80/20 Rule ........................................................................................................................................ 57 Prioritizing with the Urgent-Important Matrix ....................................................................................... 58 Using a Productivity Journal ................................................................................................................... 60 Using Routines and Rituals to Simplify Your Workday ........................................................................... 62 Case Study............................................................................................................................................... 63 Module Eight: Review Questions ............................................................................................................ 64 Module Nine: Resolving Conflict ....................................................................................................... 66 Using a Conflict Resolution Process ........................................................................................................ 66 Maintaining Fairness .............................................................................................................................. 68 Seeking Help from Within the Team ....................................................................................................... 69 Seeking Help from Outside the Team ..................................................................................................... 70 Case Study............................................................................................................................................... 71 Module Nine: Review Questions ............................................................................................................. 72 Module Ten: Tips for Special Situations ............................................................................................ 74 What to Do If You’ve Been Promoted from within the Team ................................................................. 74 What To Do If You’re Leading a Brand New Team ................................................................................. 76 What to Do if You’re Taking on an Established Team ............................................................................ 77 Case Study............................................................................................................................................... 78 Module Ten: Review Questions .............................................................................................................. 79 Module Eleven: A Survival Guide for the New Supervisor .................................................................. 81 Ask the Right Questions of the Right People .......................................................................................... 81 Go to Gemba........................................................................................................................................... 83
Keep Learning! ........................................................................................................................................ 83 Case Study............................................................................................................................................... 85 Module Eleven: Review Questions .......................................................................................................... 86 Module Twelve: Wrapping Up .......................................................................................................... 88 Words from the Wise .............................................................................................................................. 88 Parking Lot .............................................................................................................................................. 88 Action Plans and Evaluations.................................................................................................................. 88
Learning is a treasure that will follow its owner everywhere. Chinese Proverb Preface What is Courseware? Welcome to Courseware.com, a completely new training experience! Our courseware packages offer you top-quality training materials that are customizable, user-friendly, educational, and fun. We provide your materials, materials for the student, PowerPoint slides, and a takehome reference sheet for the student. You simply need to prepare and train! Best of all, our courseware packages are created in Microsoft Office and can be opened using any version of Word and PowerPoint. (Most other word processing and presentation programs support these formats, too.) This means that you can customize the content, add your logo, change the color scheme, and easily print and e-mail training materials.
How Do I Customize My Course? Customizing your course is easy. To edit text, just click and type as you would with any document. This is particularly convenient if you want to add customized statistics for your region, special examples for your participants’ industry, or additional information. You can, of course, also use all of your word processor’s other features, including text formatting and editing tools (such as cutting and pasting). To remove modules, simply select the text and press Delete on your keyboard. Then, navigate to the Table of Contents, right-click, and click Update Field. You may see a dialog box; if so, click “Update entire table” and press OK.
(You will also want to perform this step if you add modules or move them around.) Page 1 of 93
If you want to change the way text looks, you can format any piece of text any way you want. However, to make it easy, we have used styles so that you can update all the text at once. If you are using Word 97 to 2003, start by clicking the Format menu followed by Styles and Formatting. In Word 2007 and 2010 under the Home tab, right-click on your chosen style and click Modify. That will then produce the Modify Style options window where you can set your preferred style options. For example, if we wanted to change our Heading 1 style, used for Module Titles, this is what we would do:
Now, we can change our formatting and it will apply to all the headings in the document. For more information on making Word work for you, please refer to Word 2007 or 2010 Essentials by Courseware.com.
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Materials Required All of our courses use flip chart paper and markers extensively. (If you prefer, you can use a whiteboard or chalkboard instead.) We recommend that each participant have a copy of the Training Manual, and that you review each module before training to ensure you have any special materials required. Worksheets and handouts are included within a separate activities folder and can be reproduced and used where indicated. If you would like to save paper, these worksheets are easily transferrable to a flip chart paper format, instead of having individual worksheets. We recommend these additional materials for all workshops:
Laptop with projector, for PowerPoint slides
Quick Reference Sheets for students to take home
Timer or watch (separate from your laptop)
Masking tape
Blank paper
Maximizing Your Training Power We have just one more thing for you before you get started. Our company is built for trainers, by trainers, so we thought we would share some of our tips with you, to help you create an engaging, unforgettable experience for your participants.
Make it customized. By tailoring each course to your participants, you will find that your results will increase a thousand-fold. o
Use examples, case studies, and stories that are relevant to the group.
o
Identify whether your participants are strangers or whether they work together. Tailor your approach appropriately.
Different people learn in different ways, so use different types of activities to balance it all out. (For example, some people learn by reading, while others learn by talking about it, while still others need a hands-on approach. For more information, we suggest Experiential Learning by David Kolb.) Make it fun and interactive. Most people do not enjoy sitting and listening to someone else talk for hours at a time. Make use of the tips in this book and your own experience to keep your participants engaged. Mix up the activities to include individual work, small group work, large group discussions, and mini-lectures. Page 3 of 93
Make it relevant. Participants are much more receptive to learning if they understand why they are learning it and how they can apply it in their daily lives. Most importantly, they want to know how it will benefit them and make their lives easier. Take every opportunity to tie what you are teaching back to real life. Keep an open mind. Many trainers find that they learn something each time they teach a workshop. If you go into a training session with that attitude, you will find that there can be an amazing two-way flow of information between the trainer and trainees. Enjoy it, learn from it, and make the most of it in your workshops. And now, time for the training!
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Good management consists in showing average people how to do the work of superior people. John D. Rockefeller Module One: Getting Started Welcome to the Supervising Others workshop. Supervising others can be a tough job. Between managing your own time and projects, helping your team members solve problems and complete tasks, and helping other supervisors, your day can fill up before you know it. This workshop will help supervisors become more efficient. They will also become more proficient with delegating, managing time, setting goals and expectations (for themselves and others), providing feedback, resolving conflict, and administering discipline.
Housekeeping Items Take a few moments to cover basic housekeeping items.
If you need an opening or a way to introduce the participants to each other, utilize the Icebreakers folder to begin or between breaks during the day.
Let participants know where they can find washrooms, break facilities, and fire exits.
Ask participants to turn off their cell phones or at least turn them to vibrate. If they must take a call, request that they do it outside.
Take this time to encourage the group to ask questions and make this an interactive workshop.
Write the words Respect, Confidentiality, and Practice on a piece of flip chart paper and tape it to the wall. Explain to participants that in order to get the most out of this workshop, we must all work together, listen to each other, explore new ideas, and make mistakes. After all, that’s how we learn!
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The Parking Lot Explain the concept of The Parking Lot to participants.
The Parking Lot is a visible place where you will “park” ideas that arise which are not on the agenda, may be off topic, or are better addressed outside of the program.
At the end of the session, we will review parked ideas and follow up, or make suggestions for your own investigation when you are back at work.
Suggestions for the trainer: 1. If you are working with a large group of participants, you may wish to nominate a recorder to park items as you are facilitating. 2. It’s a good idea to note the name of the contributor along with the parked item. 3. Items noted on the parking lot can be useful to you later as you plan future training sessions.
Workshop Objectives Research has consistently demonstrated that when clear goals are associated with learning, the learning occurs more easily and rapidly. With that in mind, let’s review our goals for today. By the end of this workshop, you should be able to:
Define requirements for particular tasks
Set expectations for your staff
Set SMART goals for yourself
Help your staff set SMART goals
Assign work and delegate appropriately
Provide effective, appropriate feedback to your staff
Manage your time more efficiently
Help your team resolve conflicts
Understand how to manage effectively in particular situations
Understand what a new supervisor needs to do to get started on the right path
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Pre-Assignment Review The purpose of the Pre-Assignment is to get participants thinking about the supervisory tools that they are already using and where they need to improve. We asked participants:
What supervisory aspects does your current role include?
What supervisory tasks would you like to be performing?
What supervisory strengths do you have?
What are your supervisory weaknesses?
Please list three things that you would like to get out of this workshop.
Take time now to review this assignment, particularly what participants want out of the workshop.
Action Plans and Evaluations Pass out the participant action plans and evaluations, available in the activities folder. Ask participants to fill these out throughout the day as they learn new things and have ideas on how to incorporate the things we discuss into their lives.
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Management is nothing more than motivating other people. Lee Iacocca Module Two: Setting Expectations First things first: your employees need to know what you expect of them in order to succeed. In this module, we will work through the four steps of setting expectations. 1. 2. 3. 4.
Define the requirements. Identify opportunities for improvement and growth. Discuss the requirements. Put it all in writing.
Defining the Requirements The first step is to define the requirements for the chosen task. In other words, what will success look like? You will want to develop your own set of criteria first, and then review it with the employee to get their valuable ideas and input. Here are some questions to help you get started, focused around the five W’s and the H.
How does the task tie into organizational goals?
Why are we doing this task?
What are the key parts to the task?
What steps will be involved?
What should the end result look like?
Who will the employee need to talk to?
When should the employee report back?
This framework can be used for individual tasks, projects, and even expectations about the position itself.
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Estimated Time
10 minutes
Topic Objective
To understand the first step in setting expectations.
Topic Summary
What will success look like?
Materials Required
None Write out the five W’s and the H on flip chart paper.
Planning Checklist
Who?
What?
Where?
When?
Why?
How?
Divide participants into pairs. Explain that there are two rounds to this activity. For Round One, participants will play the game 20 Questions, where one person chooses a person, place, or thing, and the other person must guess it by using only closed questions, such as, “Is it alive?” or, “Is it smaller than a microwave?” Play this round twice, so that each person gets to be the questioner and the answerer. Recommended Activity
Round Two is the same, except participants must use only questions that start with the five W’s and the H. Discussion points:
Stories to Share
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Which round was more exciting?
Which round was more efficient and got the answer faster?
What can we take back to the workplace from this exercise?
There were once four people named Everybody, Somebody, Anybody, and Nobody. There was an important job to be done and Everybody was sure that Somebody would do it. Anybody could have done it, but Nobody did it. Somebody got angry about that, because it was Everybody's job. Everybody thought Anybody could do it, but Nobody realized that Everybody wouldn't do it. It ended up that Everybody blamed Somebody when Nobody did what
Anybody could have done. Delivery Tips
If you have an uneven number of participants, pair up with a participant.
Review Questions
What are the five W’s and the H?
Identifying Opportunities for Improvement and Growth The best expectations are those that encourage the employee to grow and stretch. So, when setting expectations, you should explore all the possibilities and share them with your staff members. Here is an example. Let’s say you have some training tasks that you would love to delegate, but you’re worried that the task would overwhelm anyone on your team. After all, many people aren’t comfortable speaking in public. However, during your expectations meeting, one of your senior staff members mentions that she is interested in learning more about training. This is the perfect opportunity to reduce your workload and to help your employee develop her skills, not to mention increase her job satisfaction. Everyone wins! Likewise, your employee may have hopes and dreams but may be unwilling to share them for fear of being rejected, or for fear that they can’t meet their own expectations. Your leadership and encouragement is essential to help your employees grow and develop. Encourage employees to try new things and provide them with the support they need. An action plan that gradually increases tasks and responsibilities is one way to do this.
Estimated Time
10 minutes
Topic Objective
To understand that expectations can include opportunities that you never imagined.
Topic Summary
When setting expectations, you should explore all the possibilities and share them with your staff members.
Materials Required
Action Plan
Planning Checklist
One Action Plan per participant
Recommended Activity
Have participants write at least one opportunity for themselves, their team, and/or their staff in the action plan.
Stories to Share
Many great inventions were not planned, including penicillin, chocolate chip
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cookies, Teflon, Post-It notes, and potato chips. Delivery Tips
If action plans were handed out at the beginning of the workshop, transition into this activity should be fairly seamless.
Setting Verbal Expectations Expectations can be verbal or written, depending on the situation. For informal expectation-setting meetings, such as a new, simple task, verbal expectations can suffice. To make sure you’ve covered all the bases, use the 5 W’s and the H during your discussion.
Who?
What?
When?
Where?
Why?
How?
Estimated Time
10 minutes
Topic Objective
To understand how to deliver effective verbal expectations.
Topic Summary
For informal expectation-setting meetings, such as a new, simple task, verbal expectations can suffice.
Materials Required
Example tasks written on flip chart paper
Planning Checklist
To save time, write the list of example tasks listed below on flip chart paper. Ask participants to identify an upcoming task. Then, partner them off and have them share their expectations verbally.
Recommended Activity
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If they cannot think of a task, they can use one of the following examples:
Writing a weekly status report
Designing a new widget
Delivering a presentation
Planning a conference
Making a satisfaction check call to an important customer
If there is time and volunteers, have participants role play their expectations in front of the class.
Delivery Tips
Putting Expectations in Writing It’s never a bad idea to write down your expectations. This document can be kept for your records, and it can be shared with the employee so they have something to refer to. You can use the following template for written expectations.
Employee Name: Expectation Statement: Date:
What are the key parts to the task?
What steps will be involved?
What should the end result look like?
Who will the employee need to talk to?
When should the employee report back?
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Estimated Time
10 minutes
Topic Objective
To understand how to frame written expectations.
Topic Summary
Written expectations can be kept for your records, and it can be shared with the employee so they have something back to refer to.
Materials Required
Worksheet Two: Template for Written Expectations
Planning Checklist
One copy of Worksheet Two per participant, if desired. (Students can also use the template in their Student Training Guide.)
Recommended Activity
Ask participants to use the template in their Student Training Guide, or you can provide Worksheet One. Their task is to write out their verbal expectation from the previous exercise using the template.
Stories to Share
Your short term memory can hold only an average of seven items. (This is why most North American phone numbers are seven digits long.)
Delivery Tips
Participants can work in their pairs from the previous exercise.
Case Study Sara and Jorge were setting out a task for their newest employee in the Human Resource Management Department at their company. They were exhausted after a long day at work and were struggling to come up with ideas for how to set out the task. Sara suggested they define the requirements for the task and Jorge agreed. They asked: what the end result of the task should look like, when the employee should report back and what the key parts of the task were. Together, they compiled the answers to the questions and were happy when they could lay out the task and present it to the employee the next day. Sara and Jorge closed up the office and went to their homes relaxed in the knowledge that the employee would have the right tools to succeed.
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Module Two: Review Questions 1. The following is NOT a question you would ask when Defining Requirements for a task: a) b) c) d)
What are the key parts of the task? What steps will be involved? Why are we doing this task? None of the above
2. The best expectations are those which: a) b) c) d)
Bog employees down with work Encourage growth and development Encourage team work Are easy to fulfil
3. Leadership and encouragement is essential for: a) b) c) d)
Employee development and growth Task delegation and retribution An action plan Both b and c
4. The following statement is TRUE: a) b) c) d)
Expectations can be verbal Expectations can be written only Expectations can be both written and verbal Expectations should be written in silence
5. Which of these best fits the 5 W’s and H? a) b) c) d)
Who, What, Whether, When, Why and How Who, Whether, Why, When, Where and How Who, What, Why, When, Where and How All of the above.
6. When noting expectations you should: a) b) c) d)
Write them down then throw the document away Keep the document on record Never put anything in writing for legal reasons None of the above
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7. The following statement is FALSE: a) b) c) d)
The first step is to define requirements for the task The third step is to discuss requirements for the task The fourth step is to talk to the employee about the task The second step is to identify opportunities for improvement and growth
8. Which is NOT one of the four steps for Setting Expectations? a) b) c) d)
Identifying Opportunities for Improvement and Growth Defining Requirements Setting Tasks Discussing the Requirements
9. The first step in Setting Expectations is: a) b) c) d)
Identifying Opportunities for Improvement and Growth Defining Requirements Setting Tasks Discussing the Requirements
10. After you have developed a set of criteria you should: a) b) c) d)
Review it with yourself Implement it straight away Review it with the employee in question Both b and c
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Setting goals is the first step in turning the invisible into the visible. Anthony Robbins Module Three: Setting Goals Goal setting is the single most important life skill that, unfortunately, most people never learn how to do properly. Goal setting can be used in every single area of your life, including financial, physical, personal development, relationships, or spiritual growth. According to Brian Tracy’s book Goals, fewer than 3% of people have clear, written goals, and a plan for getting there. Setting goals puts you ahead of the pack! Some people blame everything that goes wrong in their life on something or someone else. They take the role of a victim and they give all their power and control away. Successful people instead dedicate themselves towards taking responsibility for their lives, no matter what unforeseen or uncontrollable events occur. Live in the present: the past cannot be changed, and the future is the direct result of what you do right now!
Understanding Cascading Goals Some of the most successful organizations use the cascading, or waterfall, goal setting method. This means that the executives set their goals first, and then those goals flow down through the organization. This ensures that everyone is on the same page and working for the same thing. Here is an example where the executives have set a goal to increase profits by 10%. The Marketing Director is one person that reports directly to the executives. They have determined that they can contribute to this goal by increasing the company’s share of the market by 5%. The other members of their department then work with their supervisors to determine how they can contribute to this. (They will likely have other goals, too, but this would be their primary focus.) This is a very short excerpt of the company’s waterfall goals. The goals themselves will require more fleshing out, but we’ll get to that in the next topic.
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Executives - Increase profits by 10%
Marketing Director - Increase market share by 5%
Supervisor of Print Advertisements - Run 25% more ads but find a way to keep costs the same Newspaper Advertisement Representative - Work with print media in the area to increase ads without increasing costs
Estimated Time
10 minutes
Topic Objective
To understand how organizational goals should affect the entire company.
Topic Summary
The cascading, or waterfall, goal setting method means that the executives set their goals first, and then those goals flow down through the organization.
Materials Required
None
Planning Checklist
Gather some examples of cascading goals from organizations in the participants’ industry.
Recommended Activity
In a large group discussion, ask participants to identify their organization’s goals. (They can stick with the big picture rather than sharing specific numbers, if they like.)
Delivery Tips
If participants feel it is unwise to share their organization’s goals, respect confidentiality. If participants don’t know their organization’s goals, encourage them to find out!
Review Questions
How long is the average person’s short term memory?
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The SMART Way SMART is a convenient acronym for the set of criteria that a goal must have in order for it to be realized by the goal achiever.
Specific: Success coach Jack Canfield states in his book The Success Principles that, “Vague goals produce vague results.” In order for someone to achieve a goal, they must be very clear on what they want. Often, creating a list of benefits from the accomplishment of the goal will give them a compelling reason to pursue that goal.
Measurable: It’s crucial for goal achievement that goal setters are able to track their progress towards the goal. That’s why all goals need some form of objective measuring system so that they can stay on track and become motivated. It will also help you as the supervisor evaluate their progress.
Achievable: Setting big goals is great, but setting unrealistic goals will just de-motivate you. A good goal is one that challenges, but is not so unrealistic that the person has virtually no chance of accomplishing it.
Relevant: Before you even set goals, it’s a good idea to sit down and define your core values and your life and career purposes. These tools will help the person set goals that matter to them.
Timed: Without setting deadlines for goals, the goal setter will have no real compelling reason or motivation to start working on them. By setting a deadline, your subconscious mind begins to work on that goal, night and day, to bring you closer to achievement.
Estimated Time
10 minutes
Topic Objective
Understand the specific parts of a good goal.
Topic Summary
Good goals should be specific, measurable, achievable, relevant, and timed.
Materials Required
Action Plan
Planning Checklist
One Action Plan per participant
Recommended Activity
Ask participants to write a SMART goal for the first three modules of this workshop. They may want to use scrap paper at first, and then record their final goal in their action plan.
Delivery Tips
If action plans were handed out at the beginning of the workshop, transition into this activity should be fairly seamless.
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Review Activity
If participants are comfortable with each other, divide participants into pairs so that they can review each others’ goals and provide feedback.
The Three P’s Setting meaningful, long-term goals is a giant step toward achieving your dreams. In turn, setting and achieving short-term goals can help you accomplish the tasks you'll need to achieve the long-term ones. It is also important to make sure that all of your goals unleash the power of the three P's:
POSITIVE: Who could get fired up about a goal such as "Find a career that's not boring"? Goals should be phrased positively, so they help you feel good about yourself and what you're trying to accomplish. A better alternative might be this: "Enroll in pre-law classes so I can help people with legal problems someday."
PERSONAL: Goals must be personal. They must reflect your own dreams and values, not those of friends, family, or the media. When crafting your goal statement, always use the word “I” in the sentence to brand it as your own. When your goals are personal, you'll be more motivated to succeed and take greater pride in your accomplishments.
POSSIBLE: When setting goals, be sure to consider what's possible and within your control. Getting into an Ivy League university may be possible if you are earning good grades but unrealistic if you're struggling. In the latter case, a more reasonable goal might be to attend a university or trade school that offers courses related to your chosen career. You might also pursue volunteer work that would strengthen your college applications.
Estimated Time
10 minutes
Topic Objective
Understand how goals, in general, should be framed.
Topic Summary
Goals should be positive, personal, and possible.
Materials Required
Worksheet One: What is Missing
Planning Checklist
One worksheet per participant Ask participants to identify which of the three P’s is missing from each goal.
Recommended Activity Hint: There might be more than one P missing! Stories to Share
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Long ago, King Robert the Bruce ruled over Scotland. One day, he was badly defeated in battle. His only option was to escape and hide. He found refuge
in a small cave and waited there for months. One day, he watched a spider try to build a web across the cave’s entrance. Time and time again, the spider fell down and got back up again. After many times, the spider succeeded, proving that with persistence and a plan, anything is possible.
Delivery Tips
This activity is best done in small groups. Once groups have had a few minutes to complete the worksheet, bring the groups back together, and review.
Helping Others Set Goals Before you help others set goals, you should set your own goals using the guidelines described above. Your primary focus should be goals that are in line with the organization, in the waterfall form described previously. Then, you will want to set a few personal development goals and a few department-specific goals. Once you have established your goals, you should have a meeting with each employee and help them set their goals. It is a good idea to ask them to come to the meeting prepared with some ideas of organizational, departmental, and personal goals that they would like to achieve. You should also be prepared with some goals that you would like to see employees work on. In the meeting, ask the employee to write down the final goals decided on. (These should follow the SMART PPP format discussed previously.) Then, they can add action steps for each goal. Once they finalize the document, they should send a copy to you.
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Here is a template that you can use. Name: Date:
Circle the area of the goal.
Departmental
Organizational
Personal
Goal #1: Specific?
Personal?
Measurable? Achievable?
Possible?
Relevant? Timed?
Positive?
Next Step Start Date Due Date
After goals have been set, they should be reviewed on a regular basis. The appropriate timeframe depends on the goal. We recommend reviewing each goal on a quarterly or semi-annually basis, and then creating new goals annually. It is extremely important that the goals that you help employees set are designed for them, not for you. This will keep them motivated and help them achieve their goal.
Estimated Time
10 minutes
Topic Objective
To understand how to help others set effective goals.
Topic Summary
Helping others set goals is an important part of a supervisor’s role.
Materials Required
Sample goals list on flip chart, if desired
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Planning Checklist
To save time, write a sample list of SMART goals on a sheet of flip chart paper.
Recommended Activity
Divide participants into pairs. Ask each person to review their partner’s goals and provide constructive feedback.
Stories to Share
Abraham Lincoln once said, “A goal properly set is halfway reached.”
Delivery Tips
If participants are not comfortable with this, use the sample list of goals instead.
Case Study Henry, Dean and Gitta were discussing new goals for their marketing company. They couldn’t decide on specific goals which would help them better their profits, until Dean suggested they use the SMART approach. Gitta and Henry agreed, and together they set out Specific, Measurable, Achievable, Relevant and Timed. Using this approach the trio of business owners was able to successfully layout a specific goal of increasing their profit margin by 3% by the end of the year, using a series of goal-driven tasks which would aid them. Henry, Dean and Gitta tidied up the office and went home for the weekend, satisfied that they could implement their goals on the following Monday.
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Module Three: Review Questions 1. Which of the following is FALSE with regards to Goal setting? a) b) c) d)
It can be used in every single area of your life Most people never use it properly It includes financial and physical aspects – and many others None of the above
2. According to Brian Tracy’s book Goals: a) b) c) d)
Fewer than 3% of people have clear, written goals, and a plan for getting there More than 3% of people have clear, written goals, and a plan for getting there More than 3% of people have clear, written goals, and no plan for getting there Fewer than 3% of people have clear, written goals, and no plan for getting there
3. What is a Cascading Goal? a) b) c) d)
When executives set a goal and it stays with them When executives set a goal and it flows down to their inferiors When executives set a goal and it flows down through the organization Both b and c
4. The SMART Way stands for: a) b) c) d)
Specific, Measurable, Asinine, Relevant, Troublesome Specific, Measurable, Achievable, Relevant, Timed Specific, Measurable, Approachable, Relevant, Timeous None of the above
5. The Measurable Part of SMART means: a) b) c) d)
You should set deadlines for your goals You should define your core values You should be clear on what you want You should implement an objective measuring system
6. The Relevant Section of SMART means: a) b) c) d)
You should set deadlines for your goals You should define your core values You should be clear on what you want You should implement an objective measuring system
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7. What are the Three P’s of long-term goals? a) b) c) d)
Positive, Probable, Personal Positive, Personal, Problematic Positive, Personal, Possible Positive, Possible, Probable
8. Before setting goals for others, one should: a) b) c) d)
Write a memoir on your own goals Set your own goals using the SMART and PPP guidelines Ignore personal development goals All of the above
9. When setting goals for the employee, one should: a) b) c) d)
Be prepared with several goals for the employee Ask the employee to come without any goals Don’t meet with employee Demand that the employee come to a meeting right away
10. In the meeting with the employee, the employee should: a) b) c) d)
Add action steps for each goal Write down the goals you have decided upon Finalize the document and send you a copy All of the above
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