New Supervisor Training (Pergamon Flexible Learning Trainer's Workshop Series) (PDFDrive)

New Supervisor Training
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John E. Jones
Chris W. Chen
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06 07 08 09 10 10 9 8 7 6 5 4 3 2 1
The Trainer’s Workshop Series

The Trainer’s Workshop Series is designed to be a practical, hands-on roadmap

to help you quickly develop training in key business areas. Each book in the
series offers all the exercises, handouts, assessments, structured experiences
and ready-to-use presentations needed to develop effective training sessions.
In addition to easy-to-use icons, each book in the series includes a compan-
ion CD-ROM with PowerPoint™ presentations and electronic copies of all
supporting material featured in the book.
C o n t e n t s

Preface xi
About the Authors xiii
Chapter 1 INTRODUCTION: HOW TO USE THIS BOOK 1

EFFECTIVELY
Realities of Training New Supervisors 2

The Top 10 Mistakes Made by New Supervisors 3
How to Use This Workbook Most Effectively 5
What This Workbook Includes 7
Icons 8
Chapter 2 ASSESSING THE LEARNING NEEDS OF NEW 11

SUPERVISORS
Methods for Needs Assessment 11

General Warnings and Caveats 12
Two Key Resources for Needs Assessment 13
Using Focus Groups to Assess Training Needs 14
Chapter 3 DESIGNING INTERACTIVE TRAINING FOR NEW 19

SUPERVISORS
Principles of Adult Learning 19

Using the Sample Designs to Create Successful Trainings 21
Tips on Designing Effective Training for New Supervisors 22
Chapter 4 FACILITATING NEW SUPERVISOR TRAINING 25
What Is a Facilitator? 25
Experiential Learning 26
vii
viii Contents
Debriefing Experiential Learning 28

Creating the Learning Environment 30
What to Do Next 31
Chapter 5 EVALUATING AND IMPROVING NEW SUPERVISOR 33

TRAINING
Why Bother Evaluating? 33

The Classic Levels of Training Evaluation 34
Instruments for Evaluation in This Workbook 35
Improving Training for New Supervisors 36
What to Do Next 37
Chapter 6 NEW SUPERVISOR TRAINING FOR INDIVIDUALS 39

AND SMALL GROUPS (1–2 1/2 HOURS)
Individual Training 39
Small Group Training 42
Chapter 7 HALF-DAY SESSION (3–4 HOURS) 45
Half-Day Training Sessions 45

Half-Day Agenda One 47
Half-Day Agenda Two 48
Half-Day Agenda Three 49
Chapter 8 FULL-DAY SESSION 51
Full-Day Agenda One 54

Full-Day Agenda Two 56
Chapter 9 MULTI-DAY SESSION 59
Sample Agenda 62
Chapter 10 CONTENT MODULES 67
Using Content Modules 67

Modules Presented 68
Coaching Module (75 minutes) 70
Delegation Module (50 minutes) 74
Learning Opportunities Module (45 minutes) 77
Contents ix
Learning Partners Module (15–60 minutes, depending 78

on number of participants)
Motivation Module (75 minutes) 79
1 4 1 4
Teamwork Module (2 / –4 / hours) 81
Visioning Module (90 minutes) 83
Chapter 11 TRAINING INSTRUMENTS AND TOOLS 91
Training Instruments and Tools 91

Instruments and Tools Presented 92
Instrument 11–1: Trainer Competencies 94
Tool 11–1: Trainer’s Action Plan for Professional 100
Improvement
Instrument 11–2: Structured Interview Protocol for 102
Assessing the Learning Needs of New Supervisors
Instrument 11–3: Self-Assessment for New Supervisors 105
Tool 11–2: New Supervisor’s Action Plan for 113
Self-Improvement
Instrument 11–4: Coaching Skills and Practices 115
Assessment
Tool 11–3: Action Plan for Self-Improvement in 119
Coaching Skills
Instrument 11–5: Supervisor Training Follow-Up 121
Assessment
Chapter 12 STRUCTURED EXPERIENCES 131
Structured Experiences Presented 132

Structured Experience 12–1: Alpha Beta 134
Structured Experience 12–2: Balloon Sculpture 145
Structured Experience 12–3: Caterpillar Race 149
Structured Experience 12–4: Distance Teaming 152
Structured Experience 12–5: Federal Reserve 156
Structured Experience 12–6: Paper Tower 161
Structured Experience 12–7: Peer Feedback 165
Appendix USING THE COMPACT DISC 169
Contents of the CD 169

Computer Requirements 169
x Contents
Printing from the CD 170

Adapting the PowerPoint Slides 171
Showing the PowerPoint Presentations 171
References 175
P r e f a c e

New supervisors have particular needs. They are making a critical transition
into management, and this change requires developing a number of compe-
tencies quickly. We wrote this book to provide trainers and consultants with a
resource that allows them to meet the needs of new supervisors in ways that
reflect local organizational reality. Our goal was to provide a workbook that is
flexible – that makes it easy for trainers and consultants to assess the learning
needs of their prospective participants and adapt training material accord-
ingly. The training designs included in this workbook are intended to help
trainers and consultants create dynamic developmental modules. The ele-
ments in this book may be used as stand-alone features, or in various
combinations.
We also wanted to replace timeworn overheads and viewgraphs with simple

multimedia technology. The compact disc that accompanies this book con-
tains Adobe Acrobat .pdf files of all printable components, so it is easy to view
and print these files from almost any kind of computer. The PowerPoint files
included on the compact disc are also user-friendly and adaptable. Users can
even opt for overheads and viewgraphs by printing viewgraphs from the over-
head masters PowerPoint files included on the CD.
We came together as authors in 2002 from different places. John Jones had
contributed to the development of theory, technique and technology for
many years, and had edited, co-edited and written more than 30 books in the
area of adult learning theory and methodology. Chris Chen is actively
involved as an internal training and development professional. The success-
ful melding of our two backgrounds produced a book that benefits from
our experience and day-to-day involvement and from the creativity of
collaboration.
xi
xii Preface
Developing this book was stimulating for both of us. We were able to com-
bine our experiences and insights quickly and easily, and in the process we
also created a new friendship.
John E. Jones
Chris W. Chen
A b o u t t h e A u t h o r s

John E. Jones, who died in 2003, was president of

Organizational Universe Systems, and he consulted
widely with a variety of clients, including Air
Canada, AT&T, Blanchard Training & Develop-
ment, Coca-Cola, Owens Corning, General Motors
and Motorola. He was an experienced trainer, pre-
senter, counsellor, professor, entrepreneur and con-
sultant, who effectively bridged theory, research
and practical applications. Jones probably is best
known for his work on popular experience-based
training and consulting handbooks that are used
by trainers and consultants around the world.
Jones was a member of the American Society for Training & Development and
the Organization Development Network. He received the Network’s award for
outstanding contributions to the field and served the Network as a consulting
editor for its major publication, OD Practitioner. He taught counsellor education
at the University of Iowa for eight years, and lectured on an array of topics in
education, training, organization behaviour and leadership.
Executive team building, one-on-one coaching, intergroup problem solving,

organizational survey feedback, and management development were Jones’s
special interests. He has collaborated with William L. Bearley on state-of-the-
art employee and leadership survey technology and on management training
instruments that address empowerment, participative management, team
development, organizational change, intergroup relations, neurolinguistic
programming, and employee burnout.
xiii
xiv About the Authors
Chris W. Chen is an organization effectiveness

manager with Sempra Energy, a Fortune 500 com-
pany in San Diego, California. He also runs his
own consulting business, specializing in leader-
ship training. Previously, Chen led Sempra’s
organization development function, where
he was responsible for leadership develop-
ment, organization development, training and
employee communications. He held a similar
role at the National Steel and Shipbuilding Com-
pany. While working for the Center for Creative
Leadership, Chen was programme manager for
the Looking Glass Experience and Leading Downsized Organizations, and
trained Foundations of Leadership and Leadership Development.
Before moving to San Diego, Chen spent 10 years as an organization effec-

tiveness specialist in a high-technology Fortune 500 company. There he
worked as a finance manager, human resource generalist, and organization
development consultant. He has been responsible for conducting strategic
needs assessments and preparing leadership development and succession
plans for a 30,000-person organization, and has provided consulting in TQM,
work design, team building, culture change and performance management.
Chen has a Bachelor of Arts degree from the University of California, Irvine,
where he majored in economics. He also received his Master of Business
Administration degree from UCI, where his studies included an emphasis in
organizational behaviour. He was an adjunct professor of organizational
behaviour at California State University, Long Beach, and lectured on TQM at
the John Anderson Graduate School of Management (UCLA). His previous
publications include Simply Spoken Leadership (David and Roe Press, 1998) and
articles on a variety of human resource topics. He has spoken at several major
conferences, including the Colby leadership conference.
C h a p t e r 1

Introduction: How to
Use This Book Effectively
What’s in This Chapter?
Realities of training new supervisors

Top 10 mistakes made by new supervisors
How to use this workbook most effectively
The first level of supervision in any company or organization has a dramatic

impact on employee performance and behaviour because for most employees
an immediate supervisor is the embodiment of the company. The behaviours
and attitudes of supervisors therefore drive employee perceptions of the com-
pany. Frontline supervisors are a main determinant of performance, retention
and morale.
As newly appointed agents of a company, new supervisors can create huge

liabilities if they do not know their responsibilities or the magnified impact of
their actions. This workbook aims to facilitate the development and effective
delivery of training for new supervisors and for other supervisors. That prepar-
ation is critical for it helps protect the company’s interests, maximizes its per-
formance, and enables an organization to get the most from its employees.
In developing this workbook, the authors reviewed the available literature on

new supervisor training, interviewed other experts in the field and combined
that knowledge with their extensive experience designing and delivering
interactive training that hits the mark. Both authors have led numerous sem-
inars and developmental sessions with newly appointed supervisors, and have
pioneered the development of hands-on, experiential learning that features
interactive technology. The approaches in this book reflect a broad range of
experience and knowledge gleaned from many years of fruitful experimenta-
tion and evaluation.
1
2 New Supervisor Training
The training materials here focus on helping a new supervisor make the tran-
sition from contributor to leader, and they can be used in a broad array of pri-
vate and public organizations. Although the material is designed for training
newly appointed supervisors, many experienced supervisors continue to need
assistance with the transition from individual contributor to leader, and they,
too, can benefit from this training.
Realities of Training New Supervisors
Because new supervisors often are promoted from within an organization,

they usually work directly with employees who were previously their peers. It
follows that most people new to a supervisory role face common challenges.
Many were selected for advancement because they were the best individual
contributors in their units, but they lack formal training on how to delegate
work to others and they often have little or no knowledge of a supervisor’s
legal responsibilities. New supervisors typically feel great pressure to perform
in new roles although they lack the comfort of excellent job knowledge and
relevant experience.
In addition, new supervisors may be subject to jealousy and resentment from

those former peers not selected for supervisory positions, and they may feel
uncertain about how relationships and friendships with former peers will be
affected by changes in roles.
Organizations find it cost-effective and motivating to implement the policy of

promoting hourly workers or individual contributors to supervisory positions.
It takes time for ‘outsiders’ to become properly orientated to the mission, goals,
values and work requirements of a particular organization. Promoting from
within avoids the extra expenses of orienting new people. Also, for employees
who are motivated to become leaders in an organization, the logical career
path includes first-line supervision. They will find it highly desirable to be
chosen, so it is important to provide them with the resources they need to
make a successful transition.
The formal reward systems of many organizations can be described as consist-

ing of three Ps — pay, perks and promotions. For most people, promotion is
seen as a validation and recognition of past contributions. Of course, not all
employees are motivated the same way, and not every individual seeks pro-
motion to a supervisory position. Some may be more properly rewarded infor-
mally with forms of recognition other than increased responsibilities. Those
Introduction: How to Use This Book Effectively 3
who do want to become supervisors need to develop the competencies, skills

and knowledge required for leadership and management.
The Top 10 Mistakes Made by

New Supervisors
Because new supervisors face common challenges, they often make pre-
dictable mistakes. It is important that trainers and facilitators anticipate these
common errors in judgement and strategy.
1. Seizing power and attempting to hold onto it. New super-

visors often are enemies of empowerment. They see their supervisory
authority as an opportunity to wield long-sought power. They seem
to think they will solidify their power base by making all decisions
because they don’t understand the paradox of power: the more you
give it away, the more you have. The best way to ‘give it away’ is to
develop team members, remove roadblocks to task accomplishment
and empower others to make the decisions necessary to get the job
done.
2. Failing to solicit feedback. The rhetorical question, ‘How are you

ever going to know if you don’t ask?’ applies directly to new super-
visors. Perhaps more than other leaders, they need to ask for feedback
on how well they are performing in new roles. Unfortunately, newly
appointed supervisors often lack the security to ask for honest feed-
back because they fear what they might be told.
3. Delegating without authorizing. Like many of these mistakes,

this problem is not unique to new supervisors. Nonetheless, it is com-
mon for new supervisors to hold people accountable without having
given them appropriate authority. This practice is linked to the mis-
take of attempting to hold on to power. Requiring people to produce
results without enabling them to manage their own work processes
frustrates team members and is an inefficient means to accomplish
organizational goals.
4. Reprimanding employees in the presence of others. No one

likes to receive negative feedback (much less harangues and threats)
in front of colleagues. The practice of pointing out mistakes or repri-
manding supervisees within earshot of colleagues can be demeaning,
degrading and demotivating. It is also not a very intelligent course
of action and is perhaps behind the observation, ‘whoever gets

unionized deserves it’.
5. Supervising everyone the same way. It is clear there is no one

best way to supervise employees. Yet many new supervisors con-
fuse differentiating among direct reports with showing favouritism.
For example, rarely do new supervisors conduct group meetings to
explain why they treat different people differently or consider such
differentiation to be a legitimate practice to be discussed. New super-
visors tend to make assumptions about what motivates their people,
but studies have shown they actually tend to lack knowledge about
what their people want, need and expect.
6. Keeping the interesting work for themselves. Employees

commonly complain that supervisors give them only routine, non-
creative work tasks. Sometimes new supervisors appear overwhelmed
by responsibilities because their new work calls for competencies they
have not yet developed, and they are most comfortable doing famil-
iar tasks. Sometimes they revert to what got them the promotion –
working as individual contributors – rather than learning how to get
the work done through others.
7. Siding with team members. New supervisors can feel overly

sympathetic to team members, especially those who are also their
friends. When conflicts arise, new supervisors’ close relationships
with former peers and empathy for those in familiar situations can
keep them from appropriately balancing the needs of employees and
the needs of the organization.
8. Distancing themselves from direct reports. Although some

side with team members in detrimental ways, other new supervisors
see it as necessary or desirable to pull away from former colleagues.
They live by the adage ‘familiarity breeds contempt’, and they often
destroy valuable relationships. Supervising others’ work does not
mean walling oneself away from them, but some new supervisors
interpret their responsibilities as requiring a separateness that direct
reports interpret as aloofness, arrogance or insecurity.
9. Promoting an us-versus-them attitude. This can take two

forms. On one hand, the new supervisor may blame management for
lack of support of the group’s work or for changing priorities. On the
other hand, some new supervisors develop an attitude toward their
own people: ‘They’ are untrustworthy, lazy, unimaginative and so on.

Both conditions deny two important facts: To employees, the super-
visor is the organization, and the supervisor’s main task is the devel-
opment of the team.
10. Engaging in unlawful behaviours. Often new supervisors have

observed their former supervisors and other leaders within the organ-
ization engaging in indefensible practices or even breaking the law
which could lead to action being taken against an individual man-
ager or the organization itself. It follows that new supervisors may
engage in questionable practices without knowing they are behaving
unlawfully.
That is a formidable list, but it is instructive and it can help focus the training
of new supervisors. Individuals usually mean well, but they often don’t know
how to perform the role of supervisor effectively. Avoiding mistakes requires
competencies, skills and knowledge. Awareness of the potential negative
effects of common errors can be a constructive first step in the development
of supervisors. As we are fond of pointing out, awareness precedes meaningful
choice.
How to Use This Workbook Most Effectively
This workbook is a resource for developing and conducting training sessions

that help improve the performance and confidence of supervisors. Partici-
pants in trainings may include a mix of new and experienced supervisors seek-
ing improvement of leadership skills. Both experienced and novice trainers
will be able to use this book in a flexible manner to ensure that sessions meet
the real needs of client organizations.
Sample training programmes are included in this workbook, along with the
materials required for various sorts of training. The individual modules, struc-
tured learning activities and instruments provided also can be incorporated
into existing training, or mixed and matched into a variety of custom designs.
In developing training, the authors strongly suggest that you:
identify the target audience for supervisory training
assess the learning needs of potential participants
modify the enclosed designs to suit specific needs, if necessary

evaluate the outcomes of training sessions in order to engage in con-

tinuous improvement of trainers and training sessions.
This book can be a reference for you, and you can borrow from it those
structured experiences, handouts and designs that fit your local needs.
Follow this more comprehensive set of steps to use this workbook most
effectively:
1. Study the book. Study the entire list of contents of this workbook
to get an overview of the resources it contains.
2. Review the CD. Review the contents of the accompanying com-

pact disc to see how they relate to the material in the printed book.
Open the printable files and PowerPoint presentations so that you
can determine how those materials will enrich your training and
which handouts you may want to print and copy. This step should
include a careful reading of the Appendix, ‘Using the Compact Disc’,
found at the back of the workbook or on the accompanying CD.
3. Review Chapter 2. Study and apply the strategies outlined in

Chapter 2, ‘Assessing the Learning Needs of New Supervisors’, to
identify the needs in your organization and ensure that your sessions
with new supervisors are relevant and timely.
4. Review Chapter 3. When you have absorbed the trends that you
discover in your needs assessment, proceed to Chapter 3, ‘Designing
Interactive Training for New Supervisors’. Design your session to
meet the specific learning needs expressed by potential participants.
As you formulate a plan for facilitating the learning of your client
audience, carefully consider modifying the designs included in this
workbook. There are sample designs in Chapters 6–9 that may be
used as written or modified as your needs analysis suggests. The con-
tent modules in Chapter 10 are detailed so you can plan to use them
as is or modify them. Chapters 11 and 12 include the structured
experiences, worksheets and assessments required by the training
modules. Each of these is also a stand-alone item so you can easily
incorporate any or all of them into existing training designs.
5. Review Chapter 4. Prepare to facilitate your training by studying

the approaches in Chapter 4, ‘Facilitating New Supervisor Training’.
Each session should improve on previous trainings, and that chapter
includes tips on how to ensure that facilitators learn and improve

along with trainees. While participants learn about becoming highly
effective supervisors, you will learn about becoming a highly effect-
ive facilitator.
6. Review Chapter 5. Plan to evaluate each of your training sessions.

Chapter 5, ‘Evaluating and Improving New Supervisor Training’,
explains why this is important and provides steps to follow to assess
the payoffs of training new supervisors. Outline the steps you will
take to gather and analyse data and to modify your training in res-
ponse to your evaluation.
7. Design your training. Chapters 6–9 offer step-by-step instruc-

tions for creating training events of varying lengths (from one hour
to several days) and for audiences of various sizes. The specific mater-
ials found in Chapters 10, 11 and 12 (and on the accompanying CD)
fill out these sessions with appropriate content, structured experi-
ences and assessments. Follow the directions and you are ready to
train!
What This Workbook Includes
The aim of this workbook is to equip trainers with the tools to design and con-
duct highly interactive, engaging training that is clearly on target concerning
the needs of new supervisors. This compendium contains numerous individ-
ual items that can be combined in myriad training designs. These items
include the following:
methods and effective practices for assessing the learning needs

of actual or potential training participants (Chapter 2)
training modules that may be used as is or modified to meet local

needs (Chapter 10)
tips and tricks for effective training of new supervisors (Chapter 4)
evaluation methods and effective practices for new super-

visor training sessions, including tools for trainer assessment and
approaches that encourage continuous improvement (Chapter 5)
structured experiences applicable to a variety of topics that are

relevant to training new supervisors (Chapter 12)
training instruments that address several vital dimensions of

new supervisor effectiveness (Chapters 10, 11 and 12)
printable documents that can be used in trainings (CD)
Microsoft PowerPoint presentations and slides for making

presentations and giving instructions (CD)
Icons
For easy reference, icons are included in the margins of this workbook so you
can identify key points in a chapter or module, and easily locate particular
instruments and handouts. Here is what the icons look like:
CD: This icon indicates materials included on the CD accompanying this

workbook.
12
9 3 Clock: This icon indicates suggested time frames for an activity.

6
Discussion Questions: This icon points out questions you can use to
explore significant facets of the training.
Handout: This icon indicates handouts you can print or copy and then use
in ways that enhance the training experience.
Key Point: This icon will alert you to key points that should be emphasized
in relation to a particular training topic.
PowerPoint item: This icon indicates PowerPoint presentations and slides

that can be used individually. These presentations and slides are on the CD
included with your workbook, and copies of the slides are included in Chapters
10 and 11. Instructions for using PowerPoint slides and the CD are included
in the Appendix.
Structured Experience: This icon introduces structured experiences

included in Chapter 12.
Tool: This icon identifies a tool that offers useful information for supervisors.
Training Instrument: This icon introduces the interactive training instru-

ments included in Chapters 10 and 11.
What to Do Next: This icon denotes recommendations for what to do after

completing a particular section.

The first step of training includes identifying what your trainees need to learn.
The following chapter will help you assess the needs of your clients so that
you can then decide how to use the resources provided in this workbook to
develop your training.
C h a p t e r 2

Assessing the Learning

Needs of New Supervisors
Methods for needs assessment

General warnings about what not to do
Two key assessment tools
Tips on conducting successful focus groups
Before you can begin training, you need to know some specific things about
what potential trainees need to learn. This chapter will give you some basic
guidance in assessing the needs of clients.
Methods for Needs Assessment
Trainers should adopt methods that will uncover the competencies new super-
visors need both in the present and in relation to the future of the organiza-
tion. There are four discrete strategies for determining what new supervisors
need to learn. It is seldom desirable to employ only one of these methods in
assessing those learning needs, so a fifth option – combining various strategies –
is also discussed below.
1. Survey. This is a paper or Intranet method of gathering information

from a large or geographically dispersed group of newly named super-
visors. The advantages of surveys are speed of data collection, object-
ivity, repeatability and ease of analysis. ‘Multirater’ or ‘360°’ assess-
ments are preferable to simple self-assessments in determining new
supervisors’ learning needs.
2. Interview. This method involves talking either face-to-face or by

telephone with prospective participants. The advantages of interviews
include the personal interface, and the fact that the interviewer has
11
an opportunity to clarify responses, but interviews are very time-

consuming. In addition, data from interviews – even highly struc-
tured ones – often are difficult to analyse.
3. Job Analysis. In many organizations, new supervisors are provided

with specific job descriptions. This strategy involves studying actual
job descriptions to determine the needed competencies for a particu-
lar position. For facilitators considering this method, it is important
to remember that research has shown that many jobs don’t make
sense. Analysing skill and knowledge requirements can therefore
produce a misleading description of learning needs. When the pos-
itions in question have been designed effectively in a socio-technical
sense, however, job analysis can be a vital part of training needs
assessments.
4. Organizational Analysis. When senior leaders have established a

vision for an organization, the resulting statement can imply what
new supervisors need in order to help actualize an organization’s
goals. This method involves careful study of the organization’s vision,
purpose, mission, values and goals.
5. Mixed Methods. A combination of methods offers the greatest

likelihood of finding the real developmental needs of new super-
visors and enrolling them as active participants in the training. Each
aspect of a mixed strategy requires attention to the realities, require-
ments and constraints of a particular organization.
General Warnings and Caveats
Assessing the learning needs of new supervisors should be carried out in a

thoughtful, sensitive and involving manner. Here are some warnings about
pitfalls to avoid:
Don’t ask anyone about others’ needs. Often trainers solicit

information about the learning needs of new supervisors from their
managers. A problem with this practice is that managers often do
not directly observe supervisors’ work. Also, if managers are the sole
source of data about supervisors’ learning needs, supervisors may
not feel personally involved in the training in a meaningful way.
They may even feel threatened by the prospect of being rated by
managers.
Assessing the Learning Needs of New Supervisors 13
Don’t assess needs you can’t meet. Training needs assessment

raises expectations. It sends a message to new supervisors that the
organization expects them to be competent in particular areas. For
example, if you ask about the degree to which new supervisors need
to be competent in time management, you are signalling that this is
an important competence, and that the organization is prepared to
train supervisors in time management.
Involve new supervisors directly. Sometimes new supervisors

don’t see a need to participate in training. They believe supervision
is simple and straightforward. In assessing needs, trainers also need
to prepare new supervisors to buy into the training. Asking useful
questions and listening carefully to stated needs are excellent methods
for accomplishing both of those goals. Some useful questions are, ‘To
what degree would you like to learn how to do [X] more effectively?’
and ‘To what degree would you seriously consider participating in
training to improve your competency in [X]?’
Make the identified needs an obvious part of your training

design. Trainees should be able to see that they have influenced the
content and emphasis of the training session. A good practice is
briefly to summarize the local trends discovered in the training
needs assessment when you introduce the goals of the session.
Don’t think of training as a ‘magic bullet’. Sometimes a given

supervisor needs coaching, counselling or consulting. These activities
are best carried out one-on-one and should be completely customized
to each supervisor’s situation. If the only development opportunities
presented to that individual are training and attending the school of
hard knocks, much of what the person learns may miss the target.
Two Key Resources for Needs Assessment

Two useful instruments included in this workbook are designed to assess the
developmental needs of new supervisors. The Structured Interview Protocol
for Assessing the Learning Needs of New Supervisors (Instrument 11–2) and
the Self-Assessment for New Supervisors (Instrument 11–3) can be adapted
according to local requirements.
Instrument 11–2: Structured Interview Protocol for Assessing the Learning

Needs of New Supervisors – Use this protocol to take interview notes. The .pdf
version of this protocol is included on the CD that accompanies this work-

book, and the protocol is found in Chapter 11, on page 103.
Instrument 11–3: Self-Assessment for New Supervisors – Use this assessment

instrument either as a survey questionnaire or in preparation for the training
session. You also may adapt the instrument for 360° assessments. The .pdf file
version of this self-assessment is included on the CD that accompanies this
workbook, and the instrument is found in Chapter 11, on page 111.
Using Focus Groups to Assess Training Needs
An efficient method for gathering data on the learning needs of new super-
visors is to form groups to discuss relevant needs. It is important to bear in
mind that focus groups can be slippery – that is, they can go off track easily.
Participants may begin to complain about ‘the system’, or they may want to
talk about anything but their personal deficiencies as supervisors. That is why
good facilitation is necessary for effective focus groups. Remember that when
several participants are speaking rapidly, it is difficult to capture the data. We
advise using recording/taping for that function.
The following step-by-step method is effective for adapting, preparing for and
conducting effective focus groups to assess the developmental needs of new
supervisors.
Step 1. Determine the target audience for your training and generate a
list that includes name, length of service as a supervisor and con-
tact information for each person.
Step 2. Schedule one or more focus group sessions in accessible, private

venues. Allow about an hour for each session.
Step 3. Invite members of your target audience to register to attend one

or more focus groups discussing the challenges supervisors face.
Plan for groups of five to seven members because groups should
be small enough to allow everyone a chance to talk freely, and to
allow you to efficiently capture what they say.
Step 4. Print sufficient copies of Instrument 2–1: Needs Assessment Focus

Group Discussion Questions. You will find this handout at the back
of this chapter, and on the accompanying CD. Insert the CD and
locate the file Instrument 2–1: Needs Assessment Focus Group Discus-
sion Questions.pdf. Be sure to bring pens or pencils to the session.
Step 5. When a group convenes, greet each individual personally. Then

introduce yourself and have them introduce themselves by fol-
lowing this outline, which you may want to write on a flipchart
or whiteboard:
name
job position
length of service in the job
what’s going well in the job
what chronic problems are being encountered in the job.
Step 6. Pass out copies of the Needs Assessment Focus Group Discussion
Questions, and ask participants to complete it candidly. Explain
that they should not write their names on the questionnaire and
that you will collect them at the end of the meeting.
Step 7. When all members have completed the questionnaire, explain

that they are free to make changes at any time during the discus-
sion. (Tip: Don’t ask, ‘Is everyone finished?’ No one can answer
that question. Instead, ask, ‘Does anyone need more time?’)
Step 8. Begin a go-around on the first question. Make sure you under-
stand participants’ responses. Paraphrase often, ask for examples
and probe for specifics. After everyone has contributed, ask the
group what the members seem to have in common, based on
their answers to the question.
Step 9. Proceed by similarly discussing the remaining questions. Vary the

direction of the go-around and begin with a different person each
time.
Step 10. After all questions have been discussed, ask the group to sum-
marize the common themes that have emerged.
Step 11. Test the accuracy of your notes on what was said and correct the
record if necessary. Do not use names in your summary.
Step 12. Collect the completed questionnaires.
Step 13. Remind participants that you will be using the information
gathered to shape the training that they will be invited to attend.
If the training has been scheduled, give each person a hard copy
of the schedule.
Step 14. Thank everyone for participating.
Insert CD and locate the file Instrument 2–1: Needs Assessment Focus Group Dis-
cussion Questions.pdf.

The next chapter provides an overview of some important things to take into
account when designing training sessions for adult learners.
Instrument 2–1
Needs Assessment Focus Group Discussion Questions
Instructions: Use this sheet to prepare for the focus group discussion. Write your first
thoughts in response to each question. You may make any changes you wish to your
responses during this focus group session. Do not write your name on this sheet.The
facilitator will collect this sheet at the end of the session.
1. When you first became a supervisor, what did you need to learn right away?
2. What unexpected challenges have you faced?
3. What are you doing particularly well as a supervisor?
4. What do you think is the toughest part of being a supervisor?
5. In what areas do you need help as you learn how to be a better supervisor?
6. How receptive would you be to receiving training in the skills you hope to develop as
a supervisor?
7. How receptive would you be to one-on-one coaching to build up your supervisory

skills?
8. What training format do you prefer? (Circle one letter)
a. Group sessions lasting two days

b. One-day group sessions
c. Half-day group sessions
d. Individual instruction
e. No preference
Thank you for your cooperation with this needs assessment.

C h a p t e r 3

Designing Interactive Training

for New Supervisors
Basic principles of adult learning

Ideas for creating successful training
Tips on planning your training
Developing training for new supervisors is not a random activity. It also is

not a matter of filling up available time or stringing together a series of fun activ-
ities. Rather, it is a matter of carefully thinking through the learning readiness
and training needs of potential participants and creating a sequence of events to
maximize their learning in the time allotted. That requires designed learning, or
a structured plan for assisting new supervisors to develop the knowledge, skills
and strategies they need to become both competent and successful.
Principles of Adult Learning
Much has been documented about how adults learn best. In The New Fieldbook
for Trainers (1996), Jones, Bearley and Watsabaugh point out several truths
about adult learning. See Table 3–1: Principles of Adult Learning and Their
Implications for Training Design for some of these truths and their implica-
tions for training.
These principles and what they imply for designing experiential learning for
adults should make it clear that training is not quite the same as teaching.
Many people have negative memories of their formal school experiences, and
trainers should be careful not to bring those to mind in designing sessions for
new supervisors. For example, trainers should not use terminology associated
with education. Suggestions for appropriate training language are provided in
Table 3–2.
19
Table 3–1
Principles of Adult Learning and Their Implications for Training Design
LEARNING PRINCIPLE IMPLICATION FOR TRAINING DESIGN
The adult is a partner with the facilitator Participants should actively influence the
in the learning process. learning approach.
Adults are capable of taking responsibility Incorporate self-directed learning activities in
for their own learning. the session design.
Adult learners gain through two-way Avoid overuse of lectures and ‘talking-to’.
communication. Emphasize discussion.
Adults learn through reflection on their Use interactive methods such as case
and others’ experience. studies, role playing and so forth.
Adults learn what they perceive to be Make the content and materials closely fit
useful in their life situations. the assessed needs.
Adults’ attention spans are a function of Allow plenty of time to ‘process’ the
their interest in the experience. learning activities.
Adults are most receptive to instruction Promote enquiry into problems and affirm
that is clearly related to problems they the experience of participants.
face daily.
Adult learning culminates in action plans. Include applications planning in each
learning activity.
Adults do not typically see themselves as Give participants a rationale for becoming
learners. involved and provide opportunities for
success.
Adults learn better in a climate that is Promote getting acquainted and
informal and personal. interpersonal linkages.
Adult learners apply learning that they Diagnose and prioritize learning needs and
have been influential in planning. preferences during the session as well as
before.
Adults learn when they feel supported in Use learning groups as ‘home bases’ for
experimenting with new ideas and skills. participants.
Adults are likely to have somewhat fixed Include interpersonal feedback exercises and
points of view that make them closed to opportunities to experiment.
new ways of thinking and behaving.
Adults learn to react to the differential Use subgroups to provide safety and
status of members of the group. readiness to engage in open interchange.
Adults are internally motivated to develop Make all learner assessment self-directed.
increased effectiveness.
Adults filter learning through their value Provide activities that focus on cognitive,
systems. affective and behavioural change.
Designing Interactive Training for New Supervisors 21
Table 3–2
Educational Language Compared with Training Language
EDUCATIONAL TERMS TRAINING TERMS
Course Training session/workshop

Instructor Facilitator
Evaluation Assessment
Classroom Training room or venue
Textbook Participant materials or guide
Using the Sample Designs to Create

Successful Training
If you study the sample designs in Chapters 6–9 and the content modules in
Chapter 10, you will discover a number of effective tools for creating inter-
active training for new supervisors. Here are some important general sugges-
tions about how to use those tools to create successful training:
Break up the time allotted into segments. This applies to brief

training sessions as well as longer ones. Determine the amount of
time you have available (such as a half-day, a full day, or several days)
and divide it into segments.
Design each segment so that it has a beginning, middle and

end. Break these time segments into smaller divisions, based on the
time needed for training activities and debriefing.
Anticipate which training activities might take more or

less time than expected. If a group discussion seems particularly
productive, you may need to stay with it longer than expected.
When a structured experience goes quickly, you should be prepared
to adjust the timing of your remaining learning activities or insert
another activity on the spot.
Transition seamlessly from one set of activities to the next.

Your training session should not feel segmented. Make transition
statements that bridge the different segments. For example, you
might say, ‘Now that we’ve considered what it takes to be an effect-
ive supervisor in this organization, let’s build on that by consider-
ing [X].’
Don’t shortchange the debriefing process. Debriefing is the

point at which learning becomes crystallized and commitments are
made to implement more effective practices in the future. Allow plenty
of time to discuss the results of each learning activity.
Spell out a step-by-step plan for each session. The samples in
this book provide models of thoroughly planned sessions. Sometimes
your design will include activities to be carried out after the formal
session.
Make sure training participants see how the pieces fit
together. It is helpful to present an overview at the beginning of the
session. You can then refer to it as you move through the sequence of
activities that make up your design.
Consider designing a follow-up session. If you can get partici-
pants to commit, plan a booster-shot session for about a month after
the training session. During that meeting you can facilitate discus-
sions of what in the training worked, what difficulties participants
still face and what additional training they would like to attend.
Tips on Designing Effective Training for

New Supervisors
Developing your plan for facilitating the learning of new supervisors is as

much an art as it is a science. Your training designs implicitly express your the-
ory of learning. Here are some things to keep in mind as you prepare your
detailed plan:
Begin with learning goals. Your needs assessment should have

resulted in a clear understanding of what the new supervisors you are
training need to learn. Remember the slogan ‘More than three goals
are no goals’ as you prepare a statement of what you hope to accom-
plish in your training session. Avoid getting bogged down by too
many specific objectives (for example, ‘By 8:37 a.m. participants will
be able to . . .’). Don’t confuse goals with activities. Goals are what
you will purposefully explore with your group, and activities are how
you plan to conduct that exploration.
Pay particular attention to beginning and ending activities.

It is said that you never get a second chance to make a good first
impression. Because it often is difficult to recover from an unfortunate
Designing Interactive Training for New Supervisors 23
beginning in training, think through your opening carefully. The first

words you say and the first things you do are critical. You want partici-
pants to leave feeling informed, empowered, focused and confident,
so your closing should emphasize their potential for success in their
next steps.
Allow plenty of time for debriefing after activities. It is
tempting to emphasize the fun aspects of training. It is imperative
that you guide participants carefully through all the steps of experi-
ential learning — doing, sharing, looking for patterns and considering
both ‘So what?’ and ‘Now what?’. A good rule of thumb is to plan at
least as much time for debriefing, or talking through the outcomes of
a learning experience, as you plan for the activity itself. (See Chapter
4 for more on debriefing experiential activities.)
Make contingency plans. Training sessions rarely go exactly as
planned. It is best to consider in advance how you will respond to
various unplanned events. Anticipate such things as interruptions,
attendees leaving the room and returning, fire drills, power cuts and
domineering participants.
Ask colleagues to critique your designs before implement-
ing them. You can benefit greatly from the experience of other
trainers. Avoid becoming defensive if they make suggestions or ques-
tion your rationale. Promise to let them know how the session turns
out in practice.
Solicit the feedback you need to improve your designs. You
will not be objective in determining how participants react to your
training. Be sure to ask them how the session might be improved for
the next time, including what you need to continue or change in
order to be more effective. Invite other observers to watch the train-
ing and give you feedback about what is working and what needs to
be changed.
Creating a training programme that pays off for participants and for the
organization requires training designs based on solid information about real
learning needs. It also requires creatively and thoughtfully using your avail-
able resources.

The following chapter highlights the features of effective facilitation and how
to create an environment that is conducive to learning.
C h a p t e r 4

Facilitating
Pointers on role terminology

The five phases of the Experiential Learning Cycle
Tips on debriefing
Tips for creating a learning environment
This chapter provides an overview of how to facilitate your new supervisor

training in a way that meets local needs.
What Is a Facilitator?
There is confusion within the field of training and development about the ter-
minology used to denote various roles. Here are some distinctions that will be
useful in understanding the role of the facilitator:
Facilitator. From the French word facile, or ‘easy’, facilitation is the

art and science of assisting learners who are exploring content experi-
entially. Facilitation typically occurs in organizational meetings and
training sessions.
Educator. This is a person who teaches, or disseminates knowledge

and understanding to students or pupils. The educator, or teacher,
operates in classroom and laboratory settings, leading students from
a position of authority and superior knowledge. In training and devel-
opment terms, many educators play the role of ‘subject matter expert’
(SME).
Trainer. This role centres on getting trainees up to speed on compe-

tencies. The trainer is able to specify what excellence looks like in the
25
area in which trainees are working. The focus of training includes

knowledge concerning specific job tasks, skills and effective practices.
Trainers typically operate in training rooms, with groups of trainees.
Coach. Coaching, spelled out in some detail in Chapter 10, is one-

on-one training. It is maximally responsive to the learning readiness
of the trainee. Coaching new supervisors involves privately working
through real on-the-job situations.
Consultant. This role involves working with employees, such as

new supervisors, in a partnership arrangement. Consultants help
clients analyse situations that need attention, explore and evaluate
options, and commit to action plans. There are two basic types of
consulting – expert and process. Experts advise about matters requir-
ing specific kinds of knowledge and skill, and process-oriented con-
sultants help clients learn how to improve work processes, including
interpersonal ones.
Counsellor. Counsellors provide private, confidential assistance to

employees regarding personal problems. Counselling is a useful pro-
fessional service requiring specialized education and training. Most
training and development practitioners are not qualified to engage
in this activity.
Facilitators work with learners in a manner that creates openness to new learn-
ing and makes the learning process easy. The role requires that you avoid pre-
senting yourself as a subject matter expert, and that you set up activities that
foster learning through hands-on experience and interaction. Major aspects of
excellence in facilitation include setting up proper experiential learning activ-
ities and exercises and debriefing, or leading discussions of the results.
Experiential Learning
Jones and Pfeiffer (1985) developed a theory of the Experiential Learning Cycle
that guides much of what is included in this workbook. The cycle, depicted in
Figure 4–1, demonstrates graphically the importance of facilitation in activity-
based learning. The cycle has five phases.
THE FIVE PHASES OF THE EXPERIENTIAL LEARNING CYCLE
1. Experiencing is the activity phase of experiential learning. It involves

engaging learners in a common activity that can be extrapolated
Facilitating New Supervisor Training 27
Figure 4–1
The Five Phases of the Experiential Learning Cycle
Experiencing
Applying Publishing
Generalizing Processing
to the real world. In the structured experiences that are included in

Chapter 12 of this workbook, everything that precedes debriefing can be
considered experiencing.
2. Publishing occurs when learners share what they have experienced

and observed in learning activities, or the experiencing phase. This
sharing may include feelings, thoughts and reactions to the behav-
iour of others. Publishing provides the raw data that supports learn-
ing in the next two steps of the cycle.
3. Processing is group discussion of the dynamics of the learning

activity. The search is for commonality, trends and patterns in the
data set flushed out in the publishing step. Generally, the processing
step is most successful when the facilitator asks questions that begin
with ‘what’ or ‘how’, not ‘why’.
4. Generalizing involves moving the group discussion from the

immediate context to the real world. It requires drawing out truths
from the common learning experience, and enabling learners to
answer the question ‘So what?’. Facilitators should pose questions
that lead participants to think about what the discussion of their
common learning experiences, including their reactions to the exer-
cises, implies about real-life situations.
5. Applying includes discussing the next steps and committing to put-

ting the learning to work. The facilitator leads learners in a discussion
of responses to the question ‘Now what?’. Applications may focus on

individuals, teams or the organization itself. Typically, the facilitator
encourages concrete action planning based on what has been learned
in the training. That involves specifying what will be done, by whom,
with what intent, to what degree and exactly when. The facilitator
also pushes learners to decide what metrics they will use to track
progress toward their goals.
Debriefing Experiential Learning
As you can see, experiential learning requires that the trainer act as a facilita-
tor of learning rather than a dispenser of knowledge. As opposed to the mug-
and-jug approach, in which the trainer is like a jug filling up the little mugs,
experiential learning takes adults seriously as active participants in learning.
Good facilitation is maximally sensitive to the experiences and insights of par-
ticipants, and so it appeals to adult learners. It also can result in broader appli-
cation of what is learned. When the participants themselves help develop the
learning experience, they are more likely to own the outcomes.
Some trainers fill their sessions with activities, emphasizing the experiencing
phase, but fail to work through the complete cycle, including the publishing,
processing, generalizing and applying phases. A rule of thumb is to spend at
least as much time debriefing after exercises as you spend conducting them. In
talking through experiences, participants crystallize information that applies
to their work as supervisors. In training, participants don’t just have fun – they
develop plans to make practical applications.
Many training activities are inherently pleasant. Some people enjoy competi-
tion, and others enjoy contemplating how relationships help or hinder the work
of an organization. Trainers should thoroughly understand the importance of
skilful debriefing and should commit to continuous growth and improvement as
learning facilitators.
In debriefing, the best approach is to keep the Experiential Learning Cycle in

mind as you lead the group from general to specific considerations. Below are rep-
resentative marker questions that facilitators can use to fully implement the cycle.
PUBLISHING
What emotions did you experience during the activity?
What seemed to elicit those feelings?

How did you see yourself behaving during the exercise?
What did you notice in the behaviour of others?
How did you react to others’ behaviour during the exercise?
How did others respond to your behaviour?
PROCESSING
What patterns of behaviour seemed to emerge during the activity?
What common themes emerged in the feelings expressed by group

members?
GENERALIZING
What can we conclude from the results of this exercise?
What causes lead to what effects in this type of situation?
How does this exercise mirror what goes on in our work as supervisors?
What appear to be the costs involved in doing tasks the way we did
in this exercise?
What would be substantially better?
As a result of participating in this exercise,
what did you learn?
what did you relearn?
what are you beginning to learn?
what do you need to learn?
APPLYING
How might we behave more effectively as supervisors, given what we

learned in this exercise?
How might our work teams use what we learned in this activity to
make tasks and relationships more effective?
As a supervisor, what will you do differently as a result of what we

learned in this exercise?
When will you do that?
How much will you do that?
Where will you do that?
How will you track progress in applying what you learned in this
exercise?
Of course, the facilitator should adapt those questions to his or her own style
and personality. Avoid simply reading them aloud. It is helpful to keep in
mind the mentality and reality of supervisors as you guide them all the way
through to answering ‘So what?’ and ‘Now what?’. Remember that the job of
a facilitator is not to teach, but to make the process of learning through dis-
covery easy. Trust that learners, as adults, can take what they need from experi-
ential activities.
Conducting exercises and facilitating debriefing are not the only roles trainers
play in helping develop new supervisors. Sometimes facilitators lecture, guide
participants through assessments, introduce SMEs and host senior managers.
There is more than one way to learn, but it is incumbent on trainers to be pro-
ficient in facilitating experiential learning.
Creating the Learning Environment
A critical factor in making learning easy is the creation of a supportive learning

environment. There are four conditions the facilitator should create to maxi-
mize learning.
1. Confidentiality. The first step to learning is admitting ignorance.

New supervisors may resist admitting their learning needs because
they fear the repercussions of showing their weaknesses. You can alle-
viate these concerns by assuring participants that the sole purpose of
the training is to build their skills, and that no evaluations will take
place. Establishing that anything shared during the training progra-
mme should remain confidential among participants and facilitators
will help create a relatively risk-free environment.
2. Freedom from distractions. Work and personal demands cannot

be ignored during training, but to maximize each participant’s learn-
ing, and as a courtesy to others, they should be minimized. Selecting
a training site away from the workplace will help a great deal in
reducing distractions. Acknowledge the fact that participants prob-

ably feel that they should not be away from work. Ask that mobile
phones and pagers be turned off or set to silent alerts. Emphasize that
because they are spending this time in training, trainees should
immerse themselves in the learning experience and thereby maxi-
mize the value of their time away from work responsibilities.
3. Personal responsibility for learning. A facilitator can only cre-

ate the opportunity for learning. Experiential learning requires that
participants be actively engaged and committed to learning – they can-
not sit back and soak up information like sponges. Remind partici-
pants that if they leave the programme without learning anything,
they have no one to blame but themselves.
4. Group-wide participation. Each participant brings relevant know-

ledge to the training programme. Through discussion and sharing of
information, a successful training session will tap into the knowledge
of each participant. Encourage all participants to accept responsibility
for helping others learn.
What to Do Next
Plan. Make sure you are prepared to use all elements of your design
effectively. Plan and develop an appropriate facilitation style by
answering the following questions: What will you be working on in
your approach to training? What skills do you want to sharpen while
facilitating this training? How will you obtain coaching and feedback
on these skills?
Practise. Carefully review the training materials in your design. Be

prepared to respond to questions that the materials and activities are
likely to generate. Practise the PowerPoint presentations in front of a
friend or colleague in order to become comfortable with the tech-
nology and to solidify the points you want to make.
Recruit co-trainers. If it is true that two heads are better than one,
you and your training group participants will benefit from the add-
ition of a co-facilitator (although more than two facilitators can be
confusing and excessive). When an experienced supervisor or manager
is your co-trainer, you may need to coach her or him to play the role
of facilitator. Nonetheless, the active involvement of such personnel
can greatly augment the legitimacy of your training. Using subject

matter experts from within the organization can also add depth and
credibility to your training.
Prepare all needed materials and test your equipment.

Using this workbook and the accompanying CD, print sufficient
copies of instruments, tools, exercises and other handouts needed in
your design. Set up your computer to project the PowerPoint slides
and presentations, and rehearse the ones called for by your design.

The only way to know if your training design is truly effective is to evalu-
ate it. The next chapter discusses why evaluation is so important, and
outlines several useful evaluation methods.
C h a p t e r 5

Evaluating and Improving

Overview of a classic evaluation method

How to use the included instruments for your own evaluations
Tips on interpreting and making use of evaluation results
Steps to successful evaluation
Evaluations of training benefit both trainers and client organizations. Failing

to evaluate training is like hitting golf balls into a fog: you know they land, but
you don’t know where. They may all be out of bounds, or they could be in the
centre of the fairway. Until you search for evidence, you are left to guess and
hope.
Why Bother Evaluating?
There are three major reasons to evaluate the training you design and deliver
to new supervisors:
1. Training outcomes ought to be aligned with the developmental

needs you have assessed. Evaluation is the only way to find out if
your training has delivered on the present needs of new supervisors
in your organization.
2. You can most effectively justify the continuation of new supervisor

training if you can demonstrate that your training hits the mark.
Evaluation enables you to answer the following questions:
Did they like it?
Did they learn from it?

33
Did they use it?
Did it pay off?
3. Evaluation is necessary for implementing a scientific approach to

improving the design and delivery of your training. Most total qual-
ity programmes emphasize making data-based business decisions.
Carefully evaluating your training ensures that the continuous
improvement of your work is based on real information, not merely
hunches or anecdotal evidence.
The Classic Levels of Training Evaluation
Donald Kirkpatrick (1996) developed a famous model of training evaluation

that guides the practice of measuring the outcomes of training in many coun-
tries. His model consists of four levels that range from the relatively simple to
the more complex.
Level 1. Reaction. Measuring the reaction of participants in the pro-

gramme. This level measures customer satisfaction, because
those who attend trainings are customers whose reactions sig-
nificantly affect the success of present and future programmes.
Level 2. Learning. Measuring the extent to which knowledge has

been increased, skills improved and attitudes changed as a
result of the program.
Level 3. Behaviour. Measuring the extent to which participants

changed their behaviour as a result of their participation in the
programme.
Level 4. Results. Measuring the final results brought about by changes

in participants’ behaviour.
The least effective method is the first one, usually carried out through evalu-
ation forms (commonly referred to as ‘smile sheets’) completed at the end of a
training session. There are many things wrong with relying on end-of-session
ratings to evaluate supervisory training. In the article ‘Don’t Smile About Smile
Sheets’ (1990), Jones discusses the limits of that approach and offers alternative
methods.
Unfortunately, more organizations use smile sheets than attempt to measure

learning. Few track on-the-job behavioural changes, and still fewer engage
Evaluating and Improving New Supervisor Training 35
in the difficult task of specifying the returns on investing in training. We

strongly recommend that trainers push for the support they need to evaluate
training designs thoroughly. If training is to be thought of as a key business
activity, we need to model accountability regarding the value we claim to add
to organizations.
Instruments for Evaluation in This Workbook
We include three instruments for evaluating training. The first two can be
used in training designs as well.
Instrument 11–1: Trainer Competencies – This questionnaire

helps you establish learning priorities for your own development. It
can be used at any time, and you can use it to solicit feedback from
attendees at the end of sessions or sometime afterwards. This ques-
tionnaire can be found in Chapter 11, page 99, or by inserting the
accompanying CD and locating the document file Instrument 11–1:
Trainer Competencies.pdf.
Instrument 11–3: Self-Assessment for New Supervisors –

This instrument asks participants in new supervisor training sessions
to analyse their strengths and developmental needs. The question-
naire can be used to gather information before an initial training
module, and as an instrument for gathering information at the end
of the session or sometime afterwards. You can find it in Chapter 11,
page 111, or by inserting the accompanying CD and locating the
document file Instrument 11–3: Self-Assessment for New Supervisors.pdf.
Instrument 11–5: Supervisor Training Follow-Up Assess-

ment – This assessment addresses issues at the level of behaviour. It
should be distributed some time after the close of the new supervisor
training, and can be used in subsequent booster-shot sessions. It can
be used also as a survey questionnaire or to acquire ratings from rele-
vant others in the participants’ work environments. This questionnaire
can be found in Chapter 11, page 122, or by inserting the accompany-
ing CD and locating the document file Instrument 11–5: Supervisor
Training Follow-Up Assessment.pdf.
Of course, trainers are not limited to using these three instruments. What is
most important is that you commit yourself to systematic evaluation and
conduct it regularly. That way you build up an understanding of what works

with your people or with client organizations.
Improving Training for New Supervisors
A large contribution that the Total Quality Movement made to organizations

is the concept of continuous improvement. You need not wait for techno-
logical breakthroughs or innovations to improve. Rather, improvement comes
from attending to the details of what you are doing to get work done, espe-
cially in work processes. Applied to training new supervisors, commitment to
continuous improvement means
specifying the steps you are taking
analysing the logic of the sequence of activities
looking carefully at the efficacy of each detailed step
making changes that offer opportunities to create more effective

trainings.
This approach requires that you document what you are doing and carefully
evaluate the effects or outcomes of each step.
Paying attention to customers is a central aspect of quality. In training, that

means assessing the learning needs and preferences of potential participants,
involving them in evaluating the training and providing other services – such
as one-on-one coaching – as supervisors apply what they learn in busy work
situations.
Trainers should avoid holding on to their favourite training activities. If aspects

of your training do not produce desired results, either change or eliminate
them. A good approach to improving training is to experiment with both the
content and the design. Try new ways and new methods to deliver on your
objectives.
Also, learn ways to evaluate training on more than one level. The data described
in levels 2 to 4 of Kirkpatrick’s model can provide rich insight into how to
improve your training of new supervisors. Gathering that data takes more time
than simply administering smile sheets, but the payoffs can be substantial.
After your training, when some time has passed, you can solicit more feedback
on your competencies as a trainer and facilitator. That information can help
Evaluating and Improving New Supervisor Training 37
you develop as a professional. The root cause of inferior supervisory training

is often the trainer, not the design. Trainers actually can get in the way of the
effectiveness of their sessions. Asking for feedback on what you might change
is a direct way of managing your own growth as a trainer.
Unfortunately, soliciting feedback is far down the list of things that super-
visors do naturally. They want feedback, but they are reluctant to ask for it. You
can become their role model by engaging them actively in your own quest for
excellence.
What to Do Next
Here is a step-by-step method for maximizing the benefits of evaluating your

training sessions.
1. Decide which steps to follow. Lay out a step-by-step plan for evalu-
ating the outcomes, effects and payoffs of implementing your training
for new supervisors. Specify who will do what, when, to what extent
and for what purpose. Establish a timeline for these steps.
2. Gather feedback. Solicit data from attendees and all relevant others.
Use the instruments included in this book to assist you in that
process.
3. Analyse results. Conduct both statistical and content analyses of

questionnaire responses and other evaluation data. Be as objective as
possible during this step because you may be predisposed to use the
data to validate your own opinions and observations.
4. Modify design as necessary. Your evaluation programme is the

beginning of your design improvement process. Use the results to
strengthen what is working well, and change the selection, content
or sequence of activities to deliver on your training objectives more
effectively.

Now you are ready to map out your training design. The next chapter begins
with a useful design for training one-on-one and in small group sessions.
C h a p t e r 6

New Supervisor Training for

Individuals and Small Groups
(1–21/2 Hours)
Advice on working with individuals and small groups

Considerations in choosing the right content for training sessions
Step-by-step preparation and training delivery instructions
Sample agendas
The materials in this workbook are designed to meet a variety of training

needs. They cover a range of topics related to supervision, and can be offered
in many different time frames and formats. Although lengthy immersion in a
learning environment can enhance and increase the depth of learning experi-
ences, organizational life sometimes demands training be done in short, small
doses. Organizational size and work demands also may limit the number of
participants available at any particular time. This chapter discusses individual
and small group session designs for training new supervisors.
Individual Training
OBJECTIVES
The objectives of an individual training session are to convey as much infor-

mation as possible to the participant in a short period of time, and to build the
relationship between the trainer and the participant. The one-on-one inter-
action between trainer and trainee is the greatest advantage of individual train-
ing sessions. The participant’s particular questions and issues can be explored
in greater depth than in a session with multiple participants.
39
WHEN TO USE AN INDIVIDUAL TRAINING SESSION
An individual training session is appropriate for the following circumstances:
The targeted, available audience for training is one person.
One individual requires training in one particular area.
Training facilities for multiple participants are not available.
CHOOSING THE CONTENT
One of the advantages of training a single participant is the ability to cus-

tomize content in relation to a specific individual need. All of the content
modules in this book can be used for individual training, but some are more
easily tailored to one-on-one sessions. The structured experiences in this book
typically require multiple participants, but some exercises may be effective
with a single participant and a trainer.
Another issue to consider when choosing content for training sessions is the
timing of the training. For instance, there are certain matters that supervisors
should understand prior to assuming supervisory responsibilities. Although
topics such as coaching and delegation are critical, and should be addressed as
soon as practical in a supervisor’s career, they can usually be learned when the
timing is convenient for both supervisor and facilitator. On the other hand,
the moment an employee becomes a supervisor, that individual becomes a
representative of the organization in a legal sense. It may, therefore, be appro-
priate to include training in the supervisor’s role and responsibilities within
the legal framework.
The following content modules are most appropriate for individual training
sessions:
Coaching (Chapter 10, page 70)
Delegation (Chapter 10, page 74)
Learning Opportunities (Chapter 10, page 77)
For the sample agenda on page 42, we’ve selected the Learning Opportunities
and Delegation modules. The Learning Opportunities module helps partici-
pants recognize the learning opportunities that offer the greatest possibility
for improving their supervisory skills. That is a great way to start the process
New Supervisor Training for Individuals and Small Groups 41
of learning about being a supervisor. The Delegation module helps supervisors

learn how to avoid ‘drowning’ in their workload.
STEP-BY-STEP PREPARATION AND DELIVERY
Before the training session:
1. Identify the training participant and assess that individual’s most

critical training needs.
2. Determine the time available for the training session.
3. Select the highest-value content module(s) based on steps 1 and

2 above.
4. Schedule the session with the participant. Provide an agenda to the

participant prior to the session.
5. Arrange a location for the training session.
6. Prepare training materials (handouts, instructions, presentations).
At the training session:
1. Introduce yourself to the participant. Include a description of your

role in the training process and your training and work experience.
First impressions count and this is your chance to establish credibil-
ity with the participant.
2. Ask the participant to introduce himself or herself to you, providing

name, role and supervisory experience. Let the person know that this
is an informal session and try to put him or her at ease.
3. Review the agenda and learning objectives with the participant.
4. Go through the selected content module(s).
5. Take a break about an hour into the session.
6. Ask for questions and test understanding frequently.
7. Close the session with an opportunity for the participant to ask ques-
tions. If appropriate, offer your help and availability on an ongoing
basis.
12 SAMPLE AGENDA
9 3
6 8:00 a.m. Introductions (5 minutes)
8:05 Learning Opportunities module (45 minutes)
8:50 Break (15 minutes)
9:05 Delegation module (50 minutes)
9:55 Close (5 minutes)
Small Group Training
OBJECTIVES
The objectives of a small group training session are to convey as much infor-
mation as possible to the participants in a short period of time, and to build
relationships among the trainer and the participants. The small group setting
allows in-depth discussion of a limited set of issues.
WHEN TO USE A SMALL GROUP TRAINING SESSION
A small group training session is appropriate for the following circumstances:
The targeted, available audience for training is seven or fewer.
A few individuals require training in one particular area of content.
Training facilities for large groups are not available.
All content modules in this book can be used for small group training. This
training can even take place prior to participants’ assumption of supervisory
duties. Select the module(s) based on your assessment of the needs of the par-
ticipant group. For this sample agenda, we have assumed the most pressing
need is to understand teamwork. The following modules should be used with
this agenda:
Learning Partners (Chapter 10, page 78)
Teamwork (Chapter 10, page 81)
The Learning Partners module is an introductory exercise that helps create the
learning environment by preparing participants to act as partners in learning.
New Supervisor Training for Individuals and Small Groups 43
The teamwork module helps supervisors build effective teams and act as effect-
ive team members.
1. Identify the training participants and assess their most critical train-
ing needs.
2. Determine the time available for the training session.
3. Select the highest value content module(s) based on steps 1 and

2 above.
4. Schedule the session.
5. Arrange a facility for the training session.
6. Invite participants.
7. Send a confirmation to participants. Include an agenda and any

preparatory handouts with the confirmation.
8. Prepare training materials (handouts, instructions, presentations).
Just prior to the training session:
1. Arrive early at the facility.
2. Set up and test equipment (that is, projectors, flipcharts).
1. Introduce yourself to the participants. Include a description of your

ity with the participants.
2. If you do not run the Learning Partners module, ask the participants
to introduce themselves, providing name, role and supervisory
experience.
3. Let participants know they will be helping each other learn.
4. Review the agenda and learning objectives with the participants.

6. Take a break approximately an hour into the session.
7. Ask for questions and frequently test for understanding.
8. Close the session with an opportunity for the participants to ask ques-
basis.
12
9 3 SAMPLE AGENDA
6
08:00 a.m. Learning Partners module (15 minutes)
08:15 Teamwork module (21/4 hours)
10:30 Close

When you have the need and the time to cover more content, a longer train-
ing session may be appropriate. The following chapter focuses on developing
half-day training sessions.
C h a p t e r 7

Half-Day Session
(3–4 Hours)
Advice on choosing the content for training sessions

Sample agendas
The materials included in this workbook can be used for a variety of training
needs and time frames. This chapter covers designs suitable for half-day (four-
hour) training sessions. We encourage group training because the learning
environment is enhanced by contributions from a variety of participants.
Although group learning dynamics can be obtained with as few as three par-
ticipants, we find groups of 12 to 24 participants to be the most conducive to
learning.
Half-Day Training Sessions
OBJECTIVES
Half-day training sessions are intended to build understanding of the learning

content of greatest value to the organization and the participants and to build
relationships among the trainer and participants. The group setting allows for
rich and diverse discussion of various topics.
WHEN TO USE A HALF-DAY TRAINING SESSION
A half-day training session is appropriate for the following circumstances:
The targeted, available audience for training is three or more.
The targeted audience requires training in several areas of content.

45
Training facilities for groups are available.
Time available for the training session is limited to four hours.
All of the content modules in this book can be used for half-day training ses-
sions. Select the modules based on your assessment of the needs of the partici-
pant group. If the group does not have a set of assessed needs identified (for
example, if an assessment was not completed or an open registration process
is being used), select the modules based on the competencies the organization
seeks to develop.
The content contained in this workbook can be offered in a series of half-day

sessions. The timing of the training should be considered when selecting
which content to offer first. Together, the sample agendas below cover all con-
tent modules included in this workbook.
When your training session is at least a half-day long, you’ve crossed the refresh-
ment threshold. Hunger and thirst are enemies of the learning environment. Offer
drinks and snacks at breaks so that participants’ biological needs are well met.
1. Identify training participants and assess their most critical training

needs, or identify the competencies the organization seeks to develop.
2. Design the agenda using what you determine to be the highest-value

content modules, based on what you learn from step 1 above.
5. Invite participants.

7. Prepare training materials (handouts, instructions, presentations,

teamwork exercise materials).
8. Order food and drinks.

Half-Day Session 47
3. Confirm refreshments.
At the first training session of the series:

2. If you do not run the Learning Partners module, ask the participants to
introduce themselves, providing name, role and supervisory experience.
basis.
At subsequent sessions:
3. Ask for questions and test frequently for understanding.
basis.
Half-Day Agenda One
The first sample agenda includes the following modules:

The Learning Partners module is an introduction exercise that helps to create

the learning environment by preparing participants to act as partners in learn-
ing. The Learning Opportunities module helps participants recognize the learn-
ing opportunities that offer the greatest possibility for improving their
supervisory skills, and is therefore a good module to cover in the first of several
sessions. The Delegation module introduces new supervisors to the basics of dele-
gating tasks to members of the team.
12
9 3
SAMPLE AGENDA ONE
6
09:00 a.m. Learning Partners module (30 minutes, although time
needed may vary with group size)
Objective: Prepare participants to help each other learn
09:30 Break (10 minutes) (optional)

Objective: Identify each participant’s highest-value learn-
ing opportunities

Objective: Understand how to get work done through
others

Objective: Reinforce learning points
Half-Day Agenda Two
The second sample agenda includes the following modules:
Visioning (Chapter 10, page 83)
Motivation (Chapter 10, page 79)
Including breaks, this design is slightly longer than four hours. The Visioning
module stresses the importance of having a vision in exercising leadership and
Half-Day Session 49
spells out a method for establishing a view of a desirable, obtainable future.

The Motivation module presents a basic model of motivation theory and a
practical method for managing the motivation of others. In the Coaching
module, participants acquire coaching skills through self-assessment and
action planning.
12
SAMPLE AGENDA TWO 9 3
6
08:00 a.m. Visioning module (90 minutes)
Objective: Introduce participants to the role of vision in
leadership
09:40 Motivation module (75 minutes)

Objective: Understand how to influence the behaviour of
others
11:05 Coaching module (75 minutes)

Objective: Understand how to sustain and improve the
performance of team members

Half-Day Agenda Three

The third sample agenda features the Teamwork module (Chapter 10, page
81). The half-day time slot allows for several teamwork activities that present
observation opportunities and a rich feedback session.
12
9 3
6
SAMPLE AGENDA THREE
08:00 a.m. Begin Teamwork module (75 minutes)
Run Structured Experience 12–6: Paper Tower (Chapter

12, page 161, or insert the CD and look for the file Struc-
tured Experience 12–6: Paper Tower.pdf )
Objective: Understand how to build effective teams
09:25 Continue Teamwork exercises (80 minutes)
Run Structured Experience 12–4: Distance Teaming (Chap-

ter 12, page 152, or insert the CD and locate the file Struc-
tured Experience 12–4: Distance Teaming.pdf )
10:55 Peer feedback (60 minutes)
Run Structured Experience 12–7: Peer Feedback (Chapter

12, page 165, or insert the CD and locate the file Structured
Experience 12–7: Peer Feedback.pdf )


In the following chapter, we will consider how to choose content and design
full-day training sessions for new supervisors.
C h a p t e r 8

Full-Day Session
(6–8 Hours)

Sample agendas
needs and time frames. This chapter covers designs suitable for full-day (six- to
eight-hour) training sessions.
Longer learning sessions may raise concerns that participants will be over-
loaded with information. We believe the benefits of extended learning experi-
ences outweigh the potential drawbacks. Although a shorter programme might
be seen as part of a typical workday, a longer programme (especially one held
at an offsite venue) can become a memorable life experience for the partici-
pant. As discussed in Chapter 4, the learning environment is established more
readily and the synergistic relationships of various supervisor competencies
can be explored more thoroughly in extended programmes. A different phys-
ical environment and a complete break from daily routine help participants
focus on learning.
For full-day sessions we strongly recommend group training because the

learning environment is enhanced by the input of participants with a variety
of backgrounds and experiences. In full-day sessions, groups of 12 to 24 par-
ticipants are most conducive to learning.
This chapter includes illustrative designs and sample agendas but the trainer
should adapt them to fit local purposes. Each design can be modified in rela-
tion to available resources, the learning readiness of potential participants,
51
and most importantly, the assessed development needs of newly appointed

supervisors.
OBJECTIVES
Full-day training sessions free participants from daily routines, so they are
open to the learning content that is of greatest value. The group setting and
the longer time allowed for interaction promote rich and diverse discussion of
various topics, and support the building of relationships among trainer and
participants.
WHEN TO USE A FULL-DAY TRAINING SESSION
A full-day session is appropriate for the following circumstances:
The targeted, available audience for training is 12 or more.
The targeted audience requires training in several areas of content.
A full day is available for the training session.
Funding for meals and (optionally) an offsite location is available.
All of the content modules in this book can be used for full-day training ses-
sions. Select the modules based on your assessment of the needs of the partici-
pant group. If the group does not have a set of assessed needs identified (for
example, if an assessment was not completed or an open registration process
is being used), select the modules based on the competencies the organization
seeks to develop.
Also, as noted for the half-day sessions, the content contained in this work-
book can be offered in a series of full-day sessions.
When your training session is a full day long, you’ve crossed over the meal
threshold. Remember that hunger and thirst are enemies of the learning envir-
onment. Offer drinks and snacks at the breaks so participants’ biological
needs are well met. For a day-long session, offer lunch. Keeping participants
together during the lunch break encourages further discussion of learning
Full-Day Session 53
points. It also helps to strengthen the relationships among participants, and

therefore helps support the learning environment. A scheduled lunch dis-
courages participants from going back to the office or getting distracted from
their learning focus, and it helps to keep your programme on schedule, as par-
ticipants are less likely to come back late from the lunch break.
We include two sample agendas that, together, cover all of the content mod-
ules in two days.


5. Invite participants. Check for any special dietary needs.
6. Send a confirmation to participants. Include an agenda and any pre-

paratory handouts with the confirmation.

3. Confirm food and drinks.
At the first training session of the series:

experience.
5. Go through the selected content modules.
basis.
At subsequent sessions:
basis.
Full-Day Agenda One
The first sample agenda covers the following modules:
The Learning Partners module is an introductory exercise that helps create the
learning environment by preparing participants to act as partners in learning.
The Learning Opportunities module helps participants recognize those learn-
ing opportunities that offer the greatest possibility for improving their super-
visory skills. The Visioning module stresses the importance of having a vision
Full-Day Session 55
in exercising leadership and spells out a method for establishing a view of a

desirable, obtainable future. The Motivation module presents a basic model of
motivation theory and a practical method for managing the motivation of
others.
The first sample agenda also includes an ‘Executive Kickoff’ early in the pro-
gramme. Here is how you conduct the kickoff. When time allows, and an execu-
tive is available and willing, invite one or two respected executives from your
organization to open the programme. This involvement gives senior manage-
ment a sense of ownership of the training programme, and shows participants
that top-level managers support what they are about to learn.
Two topics appropriate for executives to speak about are
1. The business context of leadership: These remarks can include

an update on current business conditions and challenges facing the
organization. For example, what challenges from the business envir-
onment are new supervisors likely to face?
2. Personal leadership transition: These remarks can include an

account of the executive’s personal transition from individual con-
tributor to leader. For example, what challenges did he or she face?
What were the most valuable lessons learned? Participants are often
gratified to learn that executives have struggled with many of the
same issues they face.
Time for this kickoff will vary with personnel availability, but we recommend
allowing 30 minutes for each topic.
12
SAMPLE AGENDA ONE 9 3

6
09:00 a.m. Learning Partners module (45 minutes, although time

needed may vary with class size)
09:45 Executive Kickoff (60 minutes) (see instructions above)

Objective: Demonstrate senior management support for
training and provide ‘face time’ with senior managers


ing opportunities
11:45 Review and opportunity for questions (15 minutes)
12:00 Lunch (60 minutes)
01:00 Visioning module (90 minutes)

leadership

Objective: Understand how to influence the behaviour of
others

Objective: Review and reinforce learning points
Full-Day Agenda Two
The second sample agenda covers the following modules and assessments:
Peer Feedback (Chapter 12, page 165)
The Delegation module introduces new supervisors to the basics of delegat-

ing tasks to individual employees. In the Coaching module, participants
acquire coaching skills through self-assessment and action planning. The
Teamwork module helps supervisors build effective teams and act as effective
team members.
This session closes with a Goal Setting module. For this module, ask partici-
pants to review the action plan they developed during the Learning Opportun-
ities module of the training, when they completed Tool 11–2: New Supervisor’s
Action Plan for Self-Improvement (Chapter 11, page 114). Break the large
Full-Day Session 57
group into smaller groups of two or three, and ask them to help each other
review and revise the action plans. Close the programme by asking each par-
ticipant to share one goal with the group.
12
SAMPLE AGENDA TWO 9 3

6
08:00 a.m. Open and review (10 minutes)

Objective: Re-establish the learning environment and
present the agenda

others

10:45 Begin Teamwork module (75 minutes)
Run Structured Experience 12–2: Balloon Sculpture (Chap-

ter 12, page 145, or insert the CD and find the file Struc-
tured Experience 12–2: Balloon Sculpture.pdf ).
Run Structured Experience 12–3: Caterpillar Race (Chap-

ter 12, page 149, or insert the CD and find the file Struc-
tured Experience 12–3: Caterpillar Race.pdf ).

12, page 165, or insert the CD and find the file Structured
Experience 12–7: Peer Feedback.pdf ).
03:45 Goal setting (60 minutes)

Objective: Help participants turn learning into action


If you have more than one day available for training, you can cover a broad
range of topics. But the longer your training, the more carefully you must
think about format and design. In the next chapter, we present useful models
of multiple-day training sessions.
C h a p t e r 9

Multi-Day Session

Sample agendas
needs and time frames. This chapter covers designs suitable for multi-day
training sessions.
As noted in Chapter 8, longer learning sessions might raise concerns that par-
ticipants will be overloaded with information. You can avoid information
overload by designing programmes that allow participants to learn efficiently
and at their own pace. Our approach in multi-day sessions is to present a
significant amount of content by mixing short, to-the-point theories and
models with experiential exercises and assessments. That approach keeps par-
ticipants from feeling like they are ‘drinking from a fire hose’ of information,
and instead produces an enjoyable, fruitful learning experience.
There are important benefits to be gained from extended learning experiences.

Although a shorter programme might be seen as part of a typical workday, a
longer programme can become a memorable life experience for the partici-
pant (especially if held at an offsite venue, and including an overnight stay).
A multi-day design provides ample opportunity to create the learning envir-
onment (as described in Chapter 4) and to establish participants’ roles as
learning partners. Discussion during breaks, meals and evening activities
often provides valuable opportunities for feedback and additional learning. A
different physical environment and a complete break from daily routine help
participants focus on learning.
59
Multi-day sessions are appropriate for group training because the learning
environment is enhanced by the input of participants with a variety of back-
grounds and experiences. For the multi-day sessions, groups of 12 to 24 partici-
pants are most conducive to learning. Smaller groups can limit the richness of
group interactions, and very large groups are unwieldy and can depersonalize
the learning experience.
Although we have included illustrative designs and sample agendas, the trainer
should adapt them to fit local purposes. Each design can be modified in rela-
tion to available resources, the learning readiness of potential participants, and
most importantly, the assessed development needs of the target audience.
OBJECTIVES
Multiple-day training sessions free participants from daily routines and so help to
open them to the learning content that is of greatest value. The group setting and
the longer time allowed for interaction promotes rich and diverse discussion of
various topics, and helps to build relationships among trainer and participants.
Residential programmes held at appealing facilities also can be used as rewards for
participants who must assume additional responsibilities as new supervisors.
WHEN TO USE A MULTI-DAY TRAINING SESSION
A multi-day training session is appropriate for the following circumstances:
The targeted, available audience for training is 12 people or more.
The targeted audience requires comprehensive training in all areas of

relevant content.
Participants are available for multiple days.
Funding for meals and (optionally) an offsite location is available.
All of the content modules in this book can be used for multi-day training ses-
sions. Although such a session allows time to cover all the content modules,
we recommend you perform a needs assessment of the participant group and
review the competencies the organization seeks to develop. Include only
those modules indicated by your needs assessment.
Multi-Day Session 61
With a session that covers multiple days, you’ve crossed over the meal thresh-
old, and possibly the overnight room threshold as well. Remember that
hunger and thirst are enemies of the learning environment. Offer drinks and
snacks at the breaks so participants’ biological needs are well met. We strongly
suggest that you also offer meals to participants. Keeping participants together
during meals encourages further discussion of learning points, helps strengthen
the relationships among participants and supports the learning environment.
Much discussion and feedback occurs during dinner after a long day of training.
As noted in Chapter 8, scheduled meals discourage participants from going
back to the office or getting distracted from their learning focus, and they keep
your programme on schedule because participants are less likely to come back
late from meal breaks.
Before the first session:


4. Arrange a facility for the training session. Book a block of rooms if

this is a residential programme.
5. Invite participants. Check for any special dietary needs. If this is a

residential programme, check for accommodation requirements (that
is, smoking/nonsmoking, single/double).


1. If this is a residential programme, confirm room bookings with hotel.

4. Confirm food and drinks.

First impressions count and this is your chance to establish credibility
with the participants.
experience.
4. Review each day’s agenda and learning objectives with the

participants.
7. Close the session with an opportunity for the participants to ask

questions. If appropriate, offer your help and availability on an
ongoing basis.
Sample Agenda
The following sample agenda covers all the content modules in this workbook
in a three-day session. We also include the Myers-Briggs Type Indicator (MBTI)
in this design. The MBTI is one of many assessment tools available for providing
participants with feedback on their leadership styles. The MBTI, not included
in this workbook, can greatly enrich multi-day programmes.
Here are the modules you will use in the multi-day programme:
Executive Kickoff (see Chapter 8, page 55, for instructions)

Myers-Briggs Type Indicator
Goal Setting (see Chapter 8, page 56 for instructions)
The timing of the Learning Partners, Executive Kickoff and Learning Oppor-
tunities modules is important. They should be offered at the beginning of the
session because they help focus the learning of participants and create a con-
text for the remaining content modules.
The sample agenda covers all the modules in this workbook. The Learning
Partners module is an introduction exercise that helps create the learning
environment by preparing participants to act as partners in learning. The
Executive Kickoff helps show participants that senior management supports
what they are about to learn, and gives senior managers a sense of ownership
of the training programme. The Learning Opportunities module helps partici-
pants recognize those learning opportunities that offer the greatest possibility
for improving their supervisory skills.
The Visioning module stresses the importance of having a vision in exercising

leadership, and spells out a method for establishing a view of a desirable, obtain-
able future. The Motivation module presents a basic model of motivation theory
and a practical method for managing the motivation of others.
The Delegation module introduces new supervisors to the basics of delegating

tasks to individual employees. In the Coaching module, participants acquire
coaching skills through self-assessment and action planning. The Teamwork
module helps supervisors build effective teams and act as effective team mem-
bers. This session closes with a Goal Setting session (see Chapter 8, page 56 for
more information on that session).
12
SAMPLE AGENDA: DAY ONE 9 3

6

Objective: Establish the learning environment and present
the agenda
09:15 Learning Partners Module (60 minutes, although time

needed may vary with class size)
10:15 Executive Kickoff (60 minutes)

Objective: Demonstrate senior management support for
training and provide ‘face time’ with senior managers

ing opportunities
01:15 Visioning module (90 minutes)

leadership

Objective: Understand how to influence the behaviour
of others

04:30 Recreation activity (if offsite) (optional)
06:00 Dinner (if offsite)
07:00 Evening activities (if residential offsite)
12
9 3 SAMPLE AGENDA: DAY TWO

6
Objective: Re-establish learning environment and pre-
sent agenda

others

11:35 Review and opportunity for questions (10 minutes)
12:45 Myers-Briggs Type Indicator (120 minutes)
03:00 Begin Teamwork module (75 minutes)
Run Structured Experience 12–2: Balloon Sculpture (Chap-

ter 12, page 145, or insert the CD and find the file Structured
Experience 12–2: Balloon Sculpture.pdf ).

04:30 Recreation activity (if offsite) (optional)
06:00 Dinner (if offsite)
07:00 Evening activities (if residential offsite)
12
SAMPLE AGENDA: DAY THREE 9 3

6

Objective: Re-establish learning environment and pre-
sent agenda
Run Structured Experience 12–3: Caterpillar Race (Chapter

12, page 149, or insert the CD and find the file Structured
Experience 12–3: Caterpillar Race.pdf ).

Run Structured Experience 12–5: Federal Reserve (Chap-

ter 12, page 156, or insert the CD and locate the file Struc-
tured Experience 12–5: Federal Reserve.pdf ).

12, page 165, or insert the CD and find the file Instrument
12–1: Peer Feedback.pdf ).
02:00 Goal setting (60 minutes)

Objective: Help participants turn learning into action


Chapter 10 includes the content modules used in the preceding sample

agendas. The interactive designs will help you create training sessions that
are informative, engaging and effective.
C h a p t e r 10

Content Modules
Instructions on using the content modules

Seven content modules:
Coaching
Delegation
Learning Opportunities
Learning Partners
Motivation
Teamwork
Visioning
This chapter contains all of the content modules included in the sample agendas
found in the previous chapters. The term ‘content’ refers to the emphases with-
in the modules. Each content module is a self-contained learning experience
that can be used as a stand-alone training session or incorporated into a broader
agenda. The interactive designs explore content areas in a step-by-step fashion.
They are handy, readily available resources to help trainers address the issues
that new supervisors face.
Using Content Modules
These content modules are the building blocks for a training programme for
new supervisors. As appropriate, each module includes
step-by-step instructions
key learning points
discussion questions
67
a list of materials to be used in each module, including
instruments
exercises
PowerPoint presentations
structured experiences.
Trainers should review the content module they are going to teach and any
resources used in that module. After becoming familiar with the content, follow
the step-by-step instructions for facilitating the module. Time estimates are
provided for each module and for each step, but the time needed for each
activity may vary with different facilitators and participants. The timings given
in the agendas can be adjusted as necessary.
Trainers can modify modules to comply with local organizational priorities,

the readiness level of potential participants and available resources (including
time, space and number of trainees). These modules incorporate many of the
principles of adult learning specified in Chapter 3 of this workbook. It is impor-
tant that the trainer keep these principles in mind when considering revisions
of the step-by-step approaches included here.
Modules Presented
The designs presented in this chapter emphasize learning through doing. The
modules use the materials included in this workbook. As discussed in Chapter
2, we recommend conducting a needs assessment before deciding what mod-
ules you will use, how you will modify them and how you will combine vari-
ous modules into longer sessions.
This chapter provides a step-by-step breakdown of each module followed by a

description of key points, discussion questions and directions for locating all
needed materials. Here is a brief description of the seven modules presented:
1. Coaching module. This design is an interactive set of experiences

that spell out the role of coaching in supervisory positions. The session
focuses on the acquisition of coaching skills through self-assessment
and action planning. Effective coaching practices are also introduced.
2. Delegation module. This design introduces new supervisors to the

basics of delegating tasks to individual employees. Graphic methods
are used to help supervisors learn how to size up an employee’s
Content Modules 69
readiness for a given task and how to decide what form the delega-
tion should take.
3. Learning Opportunities module. This module uses a self-

assessment instrument to help participants identify areas in which
their learning might have the most impact. It also provides a ‘learn-
ing road map’ for new supervisors.
4. Learning Partners module. This module helps create a collabo-

rative learning environment by introducing participants to each other
and to the idea that their role is to contribute to the learning process.
5. Motivation module. This design presents a basic model of motiv-

ation theory and a practical method for managing the motivation of
others.
6. Teamwork module. This design includes a set of interactive exper-

iences that show how to lead a group of employees in collaborative
action towards common goals. The supervisor is viewed as the team
leader, with special responsibility to facilitate collective productivity
and positive morale.
7. Visioning module. Supervisors primarily need to work with their

people in relation to the present and future, not the past. This session
enables new supervisors to think through the process of developing a
vision of the organization’s future and aligning work and behaviours
accordingly. The PowerPoint presentation points out the importance of
having a vision in order to exercise leadership, and spells out a method
for establishing a view of a desirable, obtainable future.
Coaching Module (75 minutes)
To sustain and improve the performance of their team members, new super-
visors often are required to take on the role of ‘coach’. Although coaching
covers a broad range of activities, unique issues are presented when supervisors
coach the employees they supervise.
12
9 3 STEP-BY-STEP DELIVERY
6
1. Discussion questions (5 minutes)
2. Review the ‘Coaching Is . . .’ PowerPoint slide (slide 10–2) (5 minutes).
3. Administer Instrument 11–4: Coaching Skills and Practices Assess-

ment (5 minutes).
4. Review the results of the Coaching Skills and Practices Assessment

and discuss how each competency relates to coaching (30 minutes).
5. Cover the key points using the ‘Coaching Matrix’ and ‘Supervisors as
Coaches’ PowerPoint slides (slides 10–3 to 10–5) (10 minutes).
6. Review Tool 10–1: The Gift of Feedback, and have participants prac-
tise feedback skills in groups of three (20 minutes).
KEY POINTS
1. Coaching is helping someone else expand and apply skills, know-

ledge and abilities. It involves teaching, motivating, empowering
and listening to others so they can take action on specific tasks.
2. Coaching approaches should be adapted to each situation. Each coach-

ing opportunity is person- and task-specific. Someone may be self-
motivated and fully skilled in one task, but need teaching and encour-
agement in another. Be careful to choose your coaching approach
based on each person’s abilities and motivations regarding each specific
task. Avoid ‘patterns of behaviour’, such as assuming your star team
members who are good at many tasks are good at everything. Follow-
ing a pattern of behaviour in that case will lead to undercoaching on
some tasks. Another tempting pattern of behaviour is to assume team
members who need lots of support for some tasks need a good deal of
support for every task. In that case, following a pattern of behaviour
can lead to overcoaching.
Content Modules 71
3. Special issues arise when supervisors act as coaches. These issues

include the following:
The coach is also the appraiser of performance.
The performance of the person being coached directly affects the

performance of the coach.
Coaches who are also supervisors often are experienced and very
proficient at the jobs of the people they are coaching, so the tasks
in question seem second-nature to them.
4. Those factors can result in the following challenges:
The person being coached will not want to admit ignorance or

inadequacy to a supervisor, and that can be a barrier to learning.
Because of performance deadlines and high expectations, it can

be difficult for the coach to be appropriately patient with the
person being coached.
High expectations may cause the coach to push the person too
hard. To get a sense of what that is like, imagine what often hap-
pens when parents coach their own children in sports.
Coaches can contribute inadvertently to low self-esteem or cause

the person being coached to feel stupid because the task in ques-
tion seems so easy to the coach.
5. Those specific challenges can be overcome. Helpful strategies include

the following:
Recognize that the person being coached is not you. He or she

may not have the same values, experiences or skills as you do.
Separate coaching activities from performance management activ-

ities. Clearly distinguish when you are coaching from when you are
engaging in performance appraisal. Because performance appraisal
discussions often revolve around questions about compensation
and promotion, they can raise defensiveness and inhibit learning.
Set realistic goals with the person being coached. This effort
can reduce the likelihood of your having unrealistically high
expectations.
DISCUSSION QUESTIONS
1. What are some synonyms for ‘coach’?
2. What are some synonyms for ‘bad coach’?
MATERIALS USED IN THIS MODULE
Training Instruments
Instrument 11–4: Coaching Skills and Practices Assessment can be

found on page 118, or insert the CD and open the file Instrument
11–4: Coaching Skills and Practices Assessment.pdf.
Tool 10–1: The Gift of Feedback can be found below, or insert the CD
and open the file Tool 10–1: The Gift of Feedback.pdf.
PowerPoint Presentation
Review the PowerPoint presentation ‘Fundamentals of Coaching’ by viewing

slides 10–1 to 10–7 printed on pages 86–87, or insert the CD and locate the file
Fundamentals of Coaching.ppt to run the presentation. Individual slides also
can be found on the CD for use in creating your own presentation.
Content Modules 73
Tool 10–1
The Gift of Feedback
Everyone practises the art of giving feedback every day. Although we

often are unaware that we are giving feedback, many of our actions
deliver signals to others about how we perceive them and their actions.
In addition, our effectiveness at giving feedback is a powerful determinant
of how others perceive and respond to us. An awareness of when you
are delivering and receiving feedback effectively can be a powerful
coaching tool.
Think of giving feedback the same way you think of giving a gift. That
mental picture facilitates effective feedback. The following points are
helpful in learning how to provide useful feedback.
Give feedback for the right reasons. We give gifts that are of
value to others. In the same way, feedback should be of value to
the recipient. Occasionally, we make the mistake of giving feed-
back intended to harm the recipient or to show how perceptive
or intelligent we are. Feedback should always be helpful.
Give feedback at an appropriate time. Just as Valentine’s Day
gifts are better given in February than in October, feedback
should be given at the appropriate time. Is the receiver ready to
hear the feedback? Is the receiver in an emotional state conducive
to hearing the feedback? Can that person devote full attention to
hearing the feedback? Feedback about a particular event should
be given promptly after the event, unless the receiver is upset or
too distracted to listen.
Feedback must be voluntarily accepted. Feedback is not a
command; it is information for the consideration and benefit of the
recipient. You cannot force feedback on anyone. Just as people can
refuse gifts, they can refuse feedback. The receiver always has the
option to listen or ignore whatever feedback you offer.
Feedback begets feedback. When you give a gift to someone,
he or she may give a gift in return. The same is true for feedback.
Returning feedback is a natural reaction for many people, so be
prepared. Because this often is a two-way conversation, it is
useful to practise the art of listening while giving feedback.
Feedback is not the same as truth.You select a gift from many
choices. When you provide feedback, you are presenting one
perspective out of many. Recognize that you are not providing
indisputable truth to the recipient – you are describing your
perception and reaction to an event. Because it is subjective,
feedback is more effective if it is specific and descriptive, not
general and evaluative.
Delegation Module (50 minutes)
The change from doing work oneself to getting work done through others is
one of the most challenging aspects of making the transition from individual
contributor to supervisor. The benefit and necessity of delegation is evident to
most supervisors, but few feel confident about their delegation abilities. This
module helps new supervisors understand how and when to delegate and
illustrates some of the beliefs and paradigms that inhibit effective delegation.
12
9 3
STEP-BY-STEP DELIVERY
6
1. Facilitate a discussion of the first discussion question. Review the

related PowerPoint slide (slide 10–9) (5 minutes).
2. Discuss the second question. Review the related PowerPoint slide.

Review key point number one (slide 10–10) (10 minutes).
3. Discuss key points 1 to 3 using the PowerPoint presentation ‘Funda-

mentals of Delegation’ (10 minutes).
4. Run the Trust and Delegation exercise (15 minutes).
5. Discuss key points 4 and 5 using the PowerPoint presentation ‘Fun-

damentals of Delegation’ (10 minutes).
KEY POINTS
1. Delegation is more than just a means of distributing work among

many people. Effective delegation also
increases the commitment of team members to the organization
provides developmental experiences for team members.
2. Supervisors can overcome their reasons for delegating inappropriately

by considering commitment and developmental benefits.
3. For each task to be delegated, the supervisor’s trust of the motivation

and skills of the team member involved determines the appropriate
level of delegation. Delegation options for supervisors include the
following:
Fully delegate: When you trust both motivation and skills, give full
responsibility for completing the task to the team member.
Content Modules 75
Develop: When you trust the motivation but not the skills, work
with the team member to complete the task or assign other devel-
opmental resources.
Manage: When you trust the skills but not the motivation, moni-
tor progress closely to ensure that schedules are met.
Redeploy: When you do not trust the motivation or the skills, find
another task to delegate.
4. To ensure a good handover of the delegated task, attention is required

to several matters. Be sure to take the following actions:
Provide the big picture (explain why the task is important).
Give a clear definition of the deliverable.
Provide schedule or deadline expectations.
Verify adequate skill and resource availability.
Agree on follow-up steps, if any are needed.
Give direction regarding what is needed and when, not how to

do things.
5. Accountability for a task can be delegated, but the supervisor always

remains responsible for the outcome. A supervisor should never
blame a team member for failure on a delegated task.
1. What is the benefit of delegating?
2. What stops us from delegating?
Trust and Delegation Exercise
Divide participants into pairs, and ask each participant to describe a real work
task he or she needs to delegate and the person to whom the participant wants
to delegate it. Participants take turns coaching each other through the matrix
laid out on the ‘Trust and Delegation’ slide (slide 10–12), located on the CD
and pictured on page 87 of this workbook.
Review the PowerPoint presentation ‘Fundamentals of Delegation’ by viewing

slides 10–8 to 10–15 on pages 87–88, or insert the CD and locate the file Fun-
damentals of Delegation.ppt to run the presentation.
Content Modules 77
Learning Opportunities Module (45 minutes)
This module will help participants recognize learning opportunities that offer
the greatest possibility for improving their supervisory skills. That recognition
will increase the effectiveness of the training that follows.
12
STEP-BY-STEP DELIVERY 9 3
6
1. Discuss the key points (5 minutes).
2. Administer Instrument 11–3: Self-Assessment for New Supervisors

(15 minutes).
3. Discuss the two questions presented below (25 minutes).
KEY POINTS
Successful supervisors create three conditions in their organizations:
1. All team members share a common understanding of the vision of

the organization.
2. All team members are committed to achieving the vision.
3. The team has the skills and resources needed to achieve the vision.
If those three conditions are met, the supervisor’s job will be rewarding and
enjoyable.
1. How can your strengths help you create the three organizational
conditions?
2. What can you do to address your areas of need?
Training Instrument
Instrument 11–3: Self-Assessment for New Supervisors can be found

on page 111, or insert the CD and open the file Instrument 11–3: Self-
Assessment for New Supervisors.pdf.
Learning Partners Module

(15–60 minutes, depending on
number of participants)
This module helps create a collaborative learning environment by introducing

participants to each other and to the idea that their role is to contribute to the
learning process.
12
9 3 STEP-BY-STEP DELIVERY
6
1. Discuss the key points (5 minutes).
2. Run the Introduction exercise (3 minutes per participant).
3. Review some of the strengths and learning priorities of participants

(5 minutes).
KEY POINTS
1. Everyone knows something about supervising and can contribute to

learning.
2. One person’s development needs are often the strengths of another.
Introduction Exercise
There are many introduction techniques that can be used successfully. Choose
one based on the time available and the preferences of the facilitator. One
technique is to begin with pairs of participants interviewing each other. Then
get each participant to introduce his or her interview partner to the group. An
introduction should include
name
areas in which the participant works
how long he or she has been a supervisor
one thing the person does well as a supervisor
one thing the person would like to learn about being a supervisor.
Content Modules 79
Motivation Module (75 minutes)
One of the fundamental issues facing supervisors who need to get work done
through other people is how to motivate team members. This module presents
a simple, practical model for understanding and influencing the behaviour of
others.
12
6
1. Discuss the first question. Review key point 1 (5 minutes).
2. Review key point 2 using the PowerPoint slide of Maslow’s hierarchy

(slide 10–17) in the PowerPoint presentation ‘Motivation’. Discuss
the remaining discussion questions (15 minutes).
3. Discuss key point 3 using the PowerPoint presentation ‘Motivation’

(10 minutes).
4. Complete the Values and Beliefs exercise (45 minutes).
KEY POINTS
1. Different drivers motivate people at different times.
2. There are principles of motivation that can be applied to most people.

The ‘hierarchy of needs’ described by Abraham Maslow (1987) supports
these general principles:
Only unsatisfied needs motivate an individual.
The supervisor’s greatest ability to have an effect is at the levels of

security, the sense of belonging and self-esteem.
3. People do what they think they need to do to get what they think
they want. To understand this aspect of motivation, it is helpful to
remember the differences between values and beliefs.
Values drive what people think they want. Values help people
define and prioritize what they take to be important, and those
values typically are established by the time we reach adolescence.
Because values are unlikely to be changed by external influences,
supervisors should not spend effort trying to change others’ val-
ues. For example, a supervisor with a strong work ethic may want
team members to share that work ethic, but it is unlikely that the
supervisor can change others’ views on the value of hard work.
Beliefs are what people think they need to do to get what they
want. Unlike values, beliefs about the world can be affected by
others. Although a supervisor cannot change others’ views on
the value of hard work, it is possible to help them believe that
hard work will result in acquiring or achieving something they
value, such as money, independence, or success. Focus on chan-
ging the beliefs of others, not their values.
1. What motivates you?
2. Where in Maslow’s hierarchy does money fit?
3. What motivational drivers can supervisors control or influence?
Values and Beliefs Exercise
Divide participants into groups of three. Ask each participant to describe a situ-
ation in which he or she wants to influence someone’s behaviour. The situ-
ation can be at work, at home, or in a social context. Direct participants to take
turns coaching each other on developing a win–win solution using the ‘Values
and Beliefs Worksheet’ slide (which also can be printed and distributed as a
handout) to identify the differences and similarities between values and be-
liefs. The ‘Values and Beliefs Worksheet’ slide is slide 10–23 in the PowerPoint
presentation ‘Motivation’.
Review ‘Motivation’ by viewing slides 10–16 to 10–23 on pages 88 and 89, or

insert the CD and locate the file Motivation.pps to run the presentation.
Content Modules 81
Teamwork Module (21/4–41/4 hours)
This module helps new supervisors learn how to build effective teams and
become valuable team members.
12
6
1. Lead the group through the discussion questions (5 minutes).
2. Discuss key points using PowerPoint presentation (10 minutes).
3. Divide participants into teams of five to seven members.
4. Run at least one structured experience, based on the amount of time

available (1–3 hours) and the training location. Select structured ex-
periences with the most relevance to your participants’ current needs.
For example, Structured Experience 12–4: Distance Teaming is appro-
priate for participants with geographically disbursed team members,
and Structured Experience 12–6: Paper Tower is useful for organiza-
tions facing a great deal of change. Alternate exercises requiring a
more analytical approach, such as Structured Experience 12–5: Federal
Reserve, with an exercise that has subjective goals, such as Structured
Experience 12–2: Balloon Sculpture.
5. Facilitate Structured Experience 12–7: Peer Feedback (1 hour).
KEY POINTS
Effective teams share common attributes. Five of the most critical attributes
are the following:
1. Common goals: Team members must have a common understanding

of what the team is trying to accomplish and a commitment to
achieving it.
2. Shared consequences: All team members must share in the rewards and
negative consequences of the team’s work. If one person can win
although the team fails, or if one person can lose although the team
wins, teamwork is negatively affected.
3. Trust and respect among team members: Effective interpersonal interac-

tion is crucial in highly functioning teams. Mutual trust and respect
are the foundations of effective relationships.
4. Clear roles: Each team member should have a clear understanding of

how he or she, and others on the team, can contribute to the team’s
success.
5. Effective leadership: What is effective varies in different teams and cir-

cumstances, but some form of leadership typically emerges in effect-
ive teams, and is instrumental in the team’s success.
1. What’s the difference between a group and a team?
2. Think about a team of which you’ve been a member. What made the
team successful? What made it unsuccessful?
Review ‘Teamwork’ by viewing slide 10–24 on page 89, or insert the CD and
locate the file Teamwork.pps to run the presentation.
Structured Experiences
Structured Experience 12–2: Balloon Sculpture can be found on page

145, or insert the CD and open the file Structured Experience 12–2:
Balloon Sculpture.pdf.
Structured Experience 12–3: Caterpillar Race can be found on page

Caterpillar Race.pdf.
Structured Experience 12–4: Distance Teaming can be found on page

Distance Teaming.pdf.
Structured Experience 12–5: Federal Reserve can be found on page

Federal Reserve.pdf.
Structured Experience 12–6: Paper Tower can be found on page 161,

or insert the CD and open the file Structured Experience 12–6: Paper
Tower.pdf.
Structured Experience 12–7: Peer Feedback can be found on page

Peer Feedback.pdf.
Content Modules 83
Visioning Module (90 minutes)
Successful leadership of an organization requires a shared vision. When all

team members are moving in the same direction and pursuing the same goals,
their behaviours are more likely to become aligned and to produce positive
results. When team members share a vision of what they are trying to achieve,
supervisors are better able to empower the group and delegate tasks effectively.
12
6
1. Facilitate the Alpha Beta exercise (1 hour).
2. Lead group through the first discussion question (5 minutes).
3. Present key points, using the PowerPoint presentation ‘Visioning’

(15 minutes).
4. Lead group through the second discussion question (10 minutes).
KEY POINTS
1. To create energy and promote creativity, a future vision must be sig-

nificantly different from the current state of affairs.
Consider a six-year-old gymnast who dreams of becoming an Olympic

gold medallist. She pictures herself standing on the centre podium of
the stadium, a gold medal draped around her neck. That future vision
helps drive her to train with incredible intensity and to devote the neces-
sary energy to becoming the best gymnast in the world. After 10 years,
her effort pays off. At the age of 16, she achieves her vision and wins
the gold medal.
What will motivate her from that point forward? Without a motivat-
ing vision, she runs the risk of peaking at 16. Even a gold medallist
must create a new vision if she wants to aim toward further accom-
plishments.
Achieving a vision provides an opportunity to consider accomplish-

ments and savour your success, but it does not produce creative en-
ergy. The closer your vision is to your current state, the more likely it
is that your actions will be guided by complacency and ambivalence.
The vision that initially drove Microsoft was of ‘a computer on every

desk and in every home’. Shortly before Bill Gates resigned as CEO,
he realized that because that vision had nearly been achieved, it no
longer created substantial energy. The new vision of Microsoft is ‘to

empower people through great software – any time, any place, and
on any device’. Such a vision is sufficiently different from current real-
ity to drive creativity and energy in that company.
2. Effective visions are realistic, easy to understand, commonly under-

stood, inspiring and meaningful. Use examples to illustrate the fol-
lowing aspects of effective visions.
Realistic: Visions that are unattainable do not motivate. A vision

such as ‘Be number one or two in every market that we serve’
might work for General Electric, but it’s likely to be a far stretch
for a smaller company.
Easy to understand: Vision statements that are short and to the

point are more effective than ones that need to be printed on a
card or poster to be remembered.
Commonly understood: A vision statement composed of vague

terms leaves too much room for conflicting interpretations. For
example, ‘Be the best technology company in the world’ is very
ambiguous. What do ‘best’ and ‘technology’ mean? A good vision
should create a shared sense of purpose so its meaning must be
clear and accessible.
Inspiring: The best visions have emotional appeal. ‘Achieve 20 per

cent return on equity’ doesn’t reach the hearts of most people. In
contrast, a telecommunication company’s vision of ‘everyone con-
nected, anywhere, all the time’ could be illustrated through uni-
versally appealing stories of how technology saves lives by enabling
communication in remote areas.
Meaningful: Effective visions help organizations make decisions,

prioritize short-term goals and determine resource tradeoffs.
3. Team members should be involved in creating the team’s vision. The

more involved team members are in the process of creating the team’s
vision, the more ownership they will feel, and the more responsibility
they will take in making the vision a reality.
Content Modules 85
1. If you suddenly left your job, would your organization know what
to do?
2. What do you need to do to create a vision for your organization?
Structured Experience
Locate Structured Experience 12–1: Alpha Beta on page 134, or insert the CD
and open the file Structured Experience 12–1: Alpha Beta.pdf.
Review ‘Visioning’ by viewing slides 10–25 to 10–29 on page 90, or insert the
CD and locate the file Visioning.pps to run the presentation.

In the next chapter, you will find the training instruments called for in these
content modules.
Slide 10–1 Slide 10–2
Copyright© John E. Jones and Chris Chen, New Supervisor Training
Copyright© John E. Jones and Chris Chen, New Supervisor Training Copyright© John E. Jones and Chris Chen, New Supervisor Training
Content Modules 87
Content Modules 89
Slide 10–29

C h a p t e r 11

Training Instruments
and Tools
Instructions for using instruments and tools

Eight training instruments and tools:
Instrument 11–1: Trainer Competencies
Tool 11–1: Trainer’s Action Plan for Professional Improvement
Instrument 11–2: Structured Interview Protocol for Assessing
the Learning Needs of New Supervisors
Instrument 11–3: Self-Assessment for New Supervisors
Tool 11–2: New Supervisor’s Action Plan for Self-Improvement
Instrument 11–4: Coaching Skills and Practices Assessment
Tool 11–3: Action Plan for Self-Improvement in Coaching Skills
Instrument 11–5: Supervisor Training Follow-Up Assessment
There are many worksheets and data-gathering instruments you might use in
training sessions for new supervisors. This chapter includes assessment instru-
ments and other tools to rate relevant traits, competencies and practices.
Training Instruments and Tools
A training instrument differs from a test in that the answers to the questions
are not considered ‘right’ or ‘wrong’. Many of the instruments included here
are assessments and self-assessments – instruments that ask participants for
information about perceptions of others or themselves. Training instruments dif-
fer from evaluations in that instruments address the question, ‘How much?’
and evaluations ask, ‘How well?’ The instruments in this chapter focus on what
we have found to be the most important aspects of supervision.
91
Can training instruments be reliable or valid if they tend to enquire about per-
ceptions, instead of looking for right answers? There seems to be much confu-
sion regarding this question. Some trainers believe they should look for some
magic quality called ‘validity’ in the information gathered through training
instruments. But the major benefit of training instruments is their usefulness,
not their predictive power. Training instruments are designed to facilitate
learning, not to help with personnel issues or promotion decisions. Their pri-
mary use is to generate data for action planning and to help learners focus on
the most important aspects of a training session. For a more thorough discus-
sion of training instruments, see the article by Jones and Bearley, ‘Reliability
and Validity for Training Instruments’ (1998).
Instruments and Tools Presented
The following training instruments and tools are included in this chapter and
on the accompanying CD:
Instrument 11–1: Trainer Competencies. This form helps you

establish learning priorities for your own development. It can be used
as a self-assessment or to solicit feedback from trainees at the end of
a session or some time later.
Tool 11–1: Trainer’s Action Plan for Professional Improve-

ment. Through a step-by-step process, this tool helps trainers turn
their self-assessment into a plan for professional improvement.
Instrument 11–2: Structured Interview Protocol for Assess-

ing the Learning Needs of New Supervisors. When you meet
with individuals and groups to assess their learning needs, it is import-
ant to operate in an organized way. This is a protocol for conducting
such exchanges.
Instrument 11–3: Self-Assessment for New Supervisors. This

instrument can be used as preparation for new supervisor training, to
help the trainer get a sense of the common learning interests of trai-
nees. It also can be used in a training module to help trainees focus on
learning needs and develop realistic action plans for self-improvement.
This instrument is also suitable for a follow-up assessment some time
after the new supervisor training to track the payoffs on the invest-
ment in training. Finally, trainers may modify this instrument and
use it to solicit feedback for training participants from line managers,

peers and team members.
Tool 11–2: New Supervisor’s Action Plan for Self-

Improvement. This training tool lays out a step-by-step process by
which new supervisors can turn their self-assessments into practical
plans.
Instrument 11–4: Coaching Skills and Practices Assessment.

This self-assessment instrument is intended especially for new super-
visors. It helps them understand the competencies required for good
coaching, and provides a format for setting developmental priorities
and plans.
Tool 11–3: Action Plan for Self-Improvement in Coaching

Skills. This training tool lays out a step-by-step process by which
new supervisors can turn their self-assessments into practical plans
for becoming better coaches.
Instrument 11–5: Supervisory Training Follow-Up Assess-

ment. This questionnaire is designed to find out how supervisors
change behaviours after attending the training programme. It is best
to implement this instrument a few months after the training has
been completed.
This assessment instrument is useful for managing your own professional

development, and can help increase the effectiveness of your training sessions
with newly appointed supervisors. Trainers can use this instrument in the fol-
lowing ways:
Self-assessment. Trainers can rate their own competencies on a

five-point scale to generate a profile of overall competency and to
identify the areas that most need improvement. After completing the
self-assessment, trainers can use Tool 11–1: Trainer’s Action Plan for
Professional Improvement to outline a specific and detailed action
plan for enhancing competencies.
End-of-course feedback. Trainers may use this instrument to

solicit ratings from participants, to gather information on how their
work is perceived by others and to correct self-perceptions regarding
vital competencies. When participants do not have sufficient infor-
mation to rate trainers on all 12 competencies addressed in this
instrument, specify which items they should answer or ask them to
rate only those for which they can provide accurate feedback.
Observer feedback. This instrument can be used by observers of

training programmes, including co-trainers, to provide very mean-
ingful feedback for the trainer.
Repeat ratings. This instrument can form the basis for tracking pro-
fessional trainers’ growth in the competencies needed to develop new
supervisors effectively. It can be used repeatedly as a self-assessment or
feedback form to track progress in relation to an action plan for
improvement.
RATIONALE
Training new supervisors is challenging, especially because it requires such a

range of skills. This instrument addresses a set of 12 vital competencies for
trainers. Not all seasoned trainers are experts in all 12, and so these are areas
of potential learning and growth for almost any trainer. The discussion below
describes the importance of the 12 dimensions of trainer competence addressed
in this instrument.
1. Facilitation. Trainers should lead group discussion without direct-

ing the outcome, and should create an environment of openness
and trust.
Experiential learning is learning through discovery, not lecturing by a

trainer. Because experiential learning activities are absorbed and deb-
riefed through group discussion, trainers must be competent at initi-
ating, guiding, drawing out and summarizing group interchanges. It
is equally important that trainers refrain from contributing too much
content to group discussions, and that they not try to get participants
to generate ‘right’ answers.
To learn effectively, training group members must trust themselves

and their own experiences, and they must trust the trainer. The
trainer should promote equality of participation and inspire all par-
ticipants to be actively involved in exercises and debriefings. There is
an old saying: ‘Training goes to where the trainer is coming from’.
Trainers need to be vigilant in making sure the learning process does
not deteriorate into indoctrination.
2. Communication. Trainers must speak clearly, express themselves

well in public settings and convey ideas in terms the listener can
understand.
It is nearly axiomatic that trainers should be skilled communicators.

Skilled communication involves good listening, accurate empathy
and unambiguous self-expression. Training also requires clearly pre-
senting instructions for activities, and facilitating discussions by
building on the ideas of others. Ideally, the trainer should be the most
competent communicator in the training room and should serve as
a role model for others.
3. Listening. Trainers should demonstrate attentive listening and con-

vey understanding to others.
This is the core communication competency for trainers. It involves

not only attending to facts and points of view, but also to feelings,
attitudes and nuances of expression. Any time a trainer does not
understand what a participant is saying, or where a group member is
coming from, the process should be slowed down to generate under-
standing. No one listens perfectly in every instance, so learning to
listen effectively can be a lifelong project.
4. Coaching. The ability to assess the strengths and weaknesses of others

and to give timely, specific and constructive feedback is key to good
training.
Coaching can be thought of as individual training because it focuses

on the specific needs of an individual trainee. Effective one-on-one
training requires observing new supervisors in work contexts and
involving them in self-assessment activities (see Instrument 11–3:
Self-Assessment for New Supervisors). Using assessment data greatly
enriches coaching because it helps focus attention on what is import-
ant and it can help track growth.
5. Sensitivity to others. Trainers must learn to recognize and iden-

tify the feelings, attitudes and concerns of others.
Because new supervisors’ emotional responses can interfere with

their effectiveness, trainers must be able to recognize the feelings and
attitudes of their programme participants. This skill involves the
ability to separate one’s own inner state from those of the group
members. It also requires paying close and continuous attention to
what participants are experiencing emotionally. In the context of
training, the trainer may or may not explicitly draw attention to emo-
tional dynamics, though good training requires competency in moni-
toring them and knowing when to adjust the training accordingly.
6. Conflict management. Trainers should be able to identify sources

of conflict, to turn conflict into a constructive exchange of ideas and
to keep energy focused on desired outcomes.
Conflicts sometimes arise in the training room so trainers need to be

able to manage conflict constructively. The goal is not necessarily to
resolve conflict because often no real resolution is possible. Rather,
the aim should be to work with conflict and to model conflict man-
agement by responding effectively when it occurs. A trainer’s own
level of comfort regarding conflict is evident in his or her compe-
tency level here – if a trainer is someone who tends to avoid conflict,
he or she will find it difficult to deal with conflicts that arise in the
training room. Trainers must recognize the potential for conflict in
new supervisor training, and they should be ready, willing and able
to work with it as facilitators and role models.
7. Influence. Trainers must be able to persuade others to consider a

desired point of view, to gain support and commitment from others,
and to effect change in others’ behaviour.
Although trainers are not indoctrinators, they often are expected to

help new supervisors understand and accept organizational policies
and practices. Trainers therefore need to be convincing. They need to
be able to sell the organization’s message and to solicit active partici-
pation in experiential learning activities. Highly competent trainers
help others cultivate a genuine commitment to change behaviour
and make improvements.
8. Time management. Trainers must be able to set efficient work pri-

orities, balance the importance and urgency of tasks, and work on
many tasks simultaneously.
Trainers do many things in addition to conducting training room

activities and one-on-one coaching sessions. They need to be skilled at
finding time to prepare for training events, keep records and report
to their own supervisors. Highly competent trainers are capable of
multi-tasking, or keeping goals and priorities clearly in focus as they
carry out many different responsibilities.
9. Motivation channelling. Trainers must be able to create enthusi-

asm and commitment in others and to encourage others to achieve
desired goals.
New supervisors already are motivated by something so the task is not

really to create motivation. Rather, the task for trainers is to channel the
motivation of programme participants in productive ways and to help
them approach the task of learning with vigour and commitment.
Newly appointed supervisors are usually quite motivated to learn how
to manage new responsibilities, so trainers should capitalize on that
motivation by enrolling them in meaningful learning activities.
10. Teamwork. Trainers must cooperate with others to achieve a com-

mon purpose.
This competency is vital in two ways. First, trainers often work in

teams, and training professionals should model effective teamwork
when they conduct training sessions together. Second, as this work-
book emphasizes, efficient training uses group exercises and learning
teams. Trainers should be able to help groups become effective teams
in the formal learning environment and to help teams commit to
cooperative work and common objectives.
11. Planning and organizing. Good training requires a well-ordered

and logical approach to organizing work and completing tasks.
Sloppy work habits generate haphazard training sessions. Trainers who

have the important responsibility of working with new supervisors
must be capable of organizing their own work and modelling good
habits for participants. New supervisors can easily become over-
whelmed with new responsibilities and relationships. Trainers can
help them stay on top of their jobs through effective planning and
organization.
12. Attention to detail. Trainers must make certain that work is done
correctly and completely.
Training is not magic – some training practices are more effective than
others. Many organizations have explicit training standards and meth-
ods in place to monitor and measure adherence to them. In their efforts
to meet the needs of participants and client organizations successfully
and consistently, trainers must identify and implement effective meth-
ods. This means making sure that all responsibilities – especially train-
ing events – are planned in detail and executed accordingly.
To use the version of this instrument included on the compact disc, insert the
CD and locate the file Instrument 11–1: Trainer Competencies.pdf.
Instrument 11–1
Trainer Competencies
Instructions: If you are using this instrument as a self-assessment, write an X in the box to
the right of each of the 12 trainer competencies that best describes your level of skill. If you
are using this form to give feedback to a trainer, place the X in the box that best fits his or
her level of competence in each area.
ALMOST NONE IN THIS AREA
ADEQUATE IN THIS AREA
EXPERT IN THIS AREA

LITTLE IN THIS AREA
SOME IN THIS AREA

COMPETENCY
1. Facilitation: Leads group discussion without directing the

outcome; creates an environment of openness and trust
2. Communication: Speaks clearly and expresses self well in
public settings; conveys ideas in terms the listener can
understand
3. Listening: Demonstrates attentive listening and conveys
understanding of others
4. Coaching: Assesses strengths and weaknesses of others;
gives timely, specific and constructive feedback
5. Sensitivity to others: Recognizes feelings, attitudes and
concerns of others
6. Conflict management: Identifies sources of conflict; uses
conflict as a constructive process to exchange ideas; keeps
energy focused on desired outcomes
7. Influence: Persuades others to consider a desired point of
view; gains support and commitment from others; effects
change in behaviour of others
8. Time management: Sets efficient work priorities; balances
importance and urgency of tasks; can work on many tasks
simultaneously
9. Motivation channelling: Creates enthusiasm and commitment
in others; encourages others to achieve desired goals
10. Teamwork: Cooperates with others to achieve a common
purpose
11. Planning and organizing:Takes a well-ordered and logical
approach to organizing work and completing tasks
12. Attention to detail: Makes sure work is done correctly and
completely
Tool 11–1: Trainer’s Action Plan for

Professional Improvement
Trainers owe it to those they train to model continuous learning. The best way
to do this is to establish and commit to a set of steps that make continuous
professional growth part of the trainer’s day-to-day work. This tool is intended
to assist trainers in thinking through a realistic and achievable action plan for
improvement.
CD and locate the file Tool 11–1: Trainer’s Action Plan for Professional Improve-
ment.pdf.
Tool 11–1
Trainer’s Action Plan for Professional Improvement
Instructions: Answer the following questions. In drafting your action plan, focus on crea-
ting a plan to which you are completely committed. Write your responses in the spaces pro-
vided below.
1. What two or three competency areas most need your immediate attention?
(Remember the saying, ‘More than three goals are no goals’.)
2. What opportunities are available to you to develop in those competency areas?
3. What support do you need to develop in your chosen areas of emphasis?
4. What is your first step?
5. What other moves do you need to make in order to grow in your competency areas?
6. How will you track your progress in those areas?
7. Who needs to know about your plan?
8. How willing are you to do whatever it takes to implement your plan?

Instrument 11–2: Structured Interview

Protocol for Assessing the Learning
Needs of New Supervisors
With this instrument, trainers gather data to help determine the content of
new supervisor trainings. Interviews are effective ways to learn what compe-
tencies new supervisors need both in the present and in relation to the future
of the organization. The advantages of interviews include the personal inter-
face and the interviewer’s opportunity to clarify responses.
CD and locate the file Instrument 11–2: Structured Interview Protocol for Assessing
the Learning Needs of New Supervisors.pdf.
Instrument 11–2
Structured Interview Protocol for Assessing the Learning Needs of
New Supervisors
Instructions: Use this form for taking notes during interviews with newly appointed
supervisors to assess their developmental needs. Be certain that you understand the
person’s response to each question before writing a summary of what he or she says.
Assure the interviewee that the responses will be anonymous and confidential.
1. How did you become a supervisor?
2. What competencies did management see in you before appointing you as

a supervisor?
3. What concerns (if any) did management tell you about when you became
a supervisor?
4. With your new responsibilities, what day-to-day concerns occupy your time?
5. What do you especially like about being a supervisor?
6. What do you see as your primary strengths as a supervisor?
7. As a supervisor, what is your most common source of stress on the job?
8. What do you think you could improve in your work as a supervisor?
continued on next page

Instrument 11–2, continued

Structured Interview Protocol for Assessing the Learning Needs of
New Supervisors
9. How interested are you in receiving training in how to lead your people effectively?
10. How would you describe your relationships with the people who report directly
to you?
11. How well does your work unit relate to other work units in the organization?
12. What preferences do you have about the new supervisor training you may receive?
13. How might you sell your plan for development as a supervisor to your manager,
in order to obtain his or her support?
14. What else can you tell me about your needs for training at this time?
15. What questions do you have about me?
End the interview by thanking the person for his or her candid responses to your
questions. Reassure the supervisor that he or she will not be quoted by name, although
responses will be analysed for common themes. Explain that your upcoming training for
new supervisors will reflect the priorities expressed in these interviews.
Instrument 11–3: Self-Assessment for

New Supervisors
This assessment instrument is a useful tool for identifying the developmental

needs of new supervisors, and it can help participants determine what to focus
on in training sessions. In presenting the instrument, trainers might explain
why these competencies are important for new supervisors. It is also helpful to
follow up with Tool 11–2: New Supervisor’s Action Plan for Self-Improvement,
which participants can use to outline an action plan for improving in partic-
ular areas and in specific ways.
RATIONALE
The 16 competencies considered in this assessment are the vital few that are
crucial for new supervisors. They represent what supervisors need to do well
in order to be successful leaders. This list is based on years of experience in
supervision and management, and grounded in a solid body of theory and
research concerning the particularities of professional supervision.
1. Influence. A supervisor with influence is able to persuade others to

accept a desired point of view, to gain support and commitment
from others, and to effect change in others’ behaviour.
The essence of leadership is influence. Unless what you say and how
you act have a positive influence on the attitudes and behaviour of
your people, you are not their leader. Much has been said and writ-
ten about differences between managing and leading. It is clear that
people don’t want to be managed – they want to be led. The best way
to increase your influence is to encourage your people, tell them
about where you want the group to go in the service of the organiza-
tion’s vision, and model the way.
2. Facilitation. An effective supervisor leads meetings or group efforts

without directing the outcome, creates an environment of openness
and trust, and leads groups to decisions in which all participants feel
a sense of ownership.
Many new supervisors are reluctant to have group meetings with

their people. This competency serves efficiency in that it enables you
to inform, instruct and listen to your people all at once. Because
supervisors must lead meetings and facilitate discussions, it is import-
ant to remember that leading a discussion is not the same as running
a meeting. Facilitating discussion requires promoting evenness of par-

ticipation, capturing key points and assuming a nonjudgemental atti-
tude, especially about people’s feelings.
3. Planning and organizing. An organized supervisor develops

comprehensive project plans, monitors progress against goals, assigns
clear responsibilities and breaks work down into manageable
portions.
New supervisors need to know how to work with others to develop

plans for how and when things will be accomplished. It is important
to resist the temptation to hold on to the power that seems to come
from making decisions alone. Empowering others to make decisions
helps them develop skills, encourages them to take responsibility
and enables you to get your own tasks accomplished. Be careful not
to practise what has been called ‘leave alone, zap’ supervision. You
need to show your people how to succeed, observe them and provide
regular feedback on their progress. A supervisor is ultimately a front-
line trainer and people developer. Working collaboratively to estab-
lish work plans and organize tasks is an excellent way to empower
the people you supervise.
4. Analysis. Supervisors need to gather relevant information, consider

a broad range of issues and factors, perceive relationships within a
range of information and use logic effectively.
This competency is vital for new supervisors because you must work
with a range of information to accomplish your own tasks and lead
your people effectively. The Total Quality Movement in many organ-
izations resulted in a culture shift toward an emphasis on using data to
justify specific plans. New supervisors therefore need to be available to
consult with managers, associates and peers on data-based problem
solving. You also need to be good at thinking through situations logic-
ally and making moves based on the best available information.
5. Decision making. Supervisors must make timely and effective

decisions.
Delaying or putting off decisions can be frustrating for your team

and may cause you to miss windows of opportunity. But timely deci-
sions are not necessarily quick ones. Decisions must be based on solid
data and take into account potential impacts on the people affected
by them and on the organization as a whole. Effective decision mak-

ing also involves assessing the importance of the outcome for the
organization, the amount of time available, the degree to which peo-
ple trust each other and how a particular decision will be accepted by
various parties.
6. Delegating. Supervisors must effectively assign tasks to others

while taking responsibility for any results. In delegating, they should
take into account both the skill levels of employees and the difficulty
of assignments.
Supervision that produces results requires working with your people

in ways that encourage them to take on specific work tasks. Delegat-
ing tasks can be a developmental strategy. You can sell the benefits of
taking on a task to an individual or team to challenge them to stretch
towards new goals. Supervisors still need to maintain a connection in
order to observe relevant behaviours and provide specific feedback.
Delegation is also a way to unload some tasks that are overloading
you. Something that you consider a chore may be a meaningful or
desirable responsibility for someone else.
7. Follow-up and commitment. Effective supervisors follow plans

through to closure, persist despite obstacles and keep their word.
Most plans fail in the implementation stage. Supervisors must be

good at monitoring progress toward the goals of a specific plan and,
when necessary, adjusting the strategies and tactics used to carry it
out. For example, you may need to run interference for your people
to help them produce desired outcomes on time and within budget.
When you commit to support your team’s implementation of plans,
it is critical that you do what you promise – not doing so rapidly
erodes trust. Acting reliably will inspire your people to follow your
leadership faithfully.
8. Communication. Successful communication often depends on

speaking clearly, expressing oneself well in groups and conveying
ideas in terms the listener can understand.
Communication may be the most vital competency in this set. Your

success as a supervisor is directly related to your effectiveness as a com-
municator. US President Ronald Reagan was called the ‘Great Com-
municator’, and millions of people implicitly trusted his leadership
because of his skills in this area. The two skills that make up this
competency are self-expression and the ability to build on the ideas
of others. Of course, people must be able to understand you, so if you
mumble or have a heavy accent you may need to work on develop-
ing clear speech. The goals are to make your message clear and to be
understood accurately.
9. Listening. Supervisors should demonstrate attentive listening and

convey their understanding to others.
Listening is closely related to a competency in communication. You

need to commit to a lifetime of continuous development in this area.
This competency requires keeping one’s mind open to what others
say, and attending to both the content of what they say and the feel-
ings they are expressing (consciously and unconsciously). Listening
effectively involves checking your understanding of others’ messages
by reflecting what you hear, using phrases such as, ‘What I hear you
saying is [X]’, or ‘You seem to be concerned about [X]’.
10. Managing conflict. Supervisors need to identify sources of con-

flict, to turn conflict into a constructive exchange of ideas and to
keep energy focused on desired outcomes.
Conflict is seldom resolved. There are almost always lingering feel-

ings after the parties to a conflict reach an agreement. Sometimes the
result is simply an impasse at which people agree to disagree, and no
commitment is made to change. Often a supervisor can encourage
parties to look beneath a conflict, to isolate its root causes and make
decisions at a more fundamental level. This competency requires
being able to communicate with the parties in a conflict and to work
together toward improvement, even when you are one of the con-
flicting parties. In dealing with any conflict, remember that the glue
that can bind people together is commitment to shared goals. Work
with others to make those commitments explicit and consider all
exchanges in the context of desired results.
11. Fostering teamwork. Supervisors clarify roles and responsibilities.
Many organizations have flattened their structure and as a result

supervisors have more people reporting directly to them. This means
that supervisors have less time with each individual associate. A good
strategy for success in this context is to forge work teams from groups
of employees whose work is interdependent or whose goals require

collaboration. Remember that groups are not teams. Effective teams
can accomplish more than can a collection of Lone Rangers. You
need to excel at facilitating the formation of effective teams, and you
must provide individual members with clear roles and responsibil-
ities. Supervisors should create teams that are capable of effective
problem solving within an atmosphere of trust and collaboration.
12. Technical and functional expertise. Supervisors should possess

current knowledge of their profession and industry and be regarded
as experts.
Supervisors absolutely need to know the work, but that does not
mean they should function primarily as troubleshooters. Your people
should view you as knowledgeable and skilful so they will be inclined
to consult with you on difficulties they encounter. Commit yourself
to remaining current on the content of the tasks you supervise. This
entails continuously studying emerging trends and effective practices
in your organization’s industry and in the professions of the people
who report to you.
13. Time management. It is important for supervisors to be able to set

efficient work priorities, work on many tasks simultaneously and
balance the importance and urgency of tasks.
In computer terms, supervisors need to be highly competent in multi-

tasking or working on several tasks almost simultaneously. Expect
many interruptions that will require your complete attention for at
least a few minutes. To remain effective as a supervisor you need to
be able to maintain your priorities, and you need to know when to
drop everything and focus on a situation that demands your atten-
tion. Managing your time effectively requires knowing what is
important and what is comparatively trivial, and consistently focus-
ing on critical tasks.
14. Channelling motivation. Supervisors must be good at encour-

aging others to achieve desired results and at creating enthusiasm and
commitment in others.
It is not really possible to motivate another person. (Try motivating

a teenager who is not doing things your way!) Instead, work from
the premise that people are already motivated. Your people do not
want to fail, and some of them want to be real winners. In encourag-

ing your associates, it is important to know what motivates them
and to link work tasks to those inner drives. To discover what motiv-
ates people, it is more helpful to ask questions than to try to read
minds. The ability to link your team members’ motivations to your
expectations is a vital competency that is likely to create a commit-
ted work group.
15. Coaching and developing. Provide timely, specific and construct-

ive feedback and give challenging developmental assignments.
Training employees is not only the responsibility of trainers. Supervi-

sors are also frontline developers of employees. You therefore need to
observe, give feedback to and suggest improvements for the people
you supervise. Coaching can be thought of as a form of teaching
whereby you help an individual develop necessary job skills. Being a
coach requires skill and patience. Your communication and listening
competencies will help make you a good coach.
16. Providing direction. Supervisors need to provide clear direction,

set clear priorities and foster a common vision.
Employees need to know where you and the rest of the management
are taking the organization. You therefore need to be highly articu-
late in spelling out the vision, mission, purpose and values of the
organization. Supervisors should be effective at enrolling people in
collaborative work toward a shared vision in ways that are consistent
with the espoused values of the organization. Work with your people
to establish priorities that are clearly in line with the organization’s
goals.
Review the PowerPoint presentation ‘Competencies for New Supervisors’ by

viewing slides 11–1 to 11–22 printed on pages 124–127, or insert the CD and
locate the file Competencies for New Supervisors.pps to run the presentation.
CD and locate the file Instrument 11–3: Self-Assessment for New Supervisors.pdf.
Instrument 11–3
Self-Assessment for New Supervisors
Instructions: The purposes of this activity are to help you learn what is needed to be
successful as a supervisor, and to help you create an action plan for self-improvement.
Write an X in one of the boxes to the right of each competency, defining how you see
yourself at the present time. Obviously, you must be honest with yourself to make this
activity worthwhile. No one will see your ratings unless you share them voluntarily.
DEFINITELY NEED TO DEVELOP THIS

NEED TO DEVELOP THIS MORE
ONE OF MY STRENGTHS
DOING OK ON THIS
SUPERVISOR COMPETENCY
1. Influence: Persuades others to accept a desired point of view;

gains support and commitment from others; effects change in
others’ behaviour
2. Facilitation: Leads meetings or group efforts without directing
the outcome; creates an environment of openness and trust;
leads groups to decisions in which all participants feel a sense
of ownership
3. Planning and organizing: Develops comprehensive project
plans; monitors progress against goals; assigns clear
responsibilities; breaks work down into manageable portions
4. Analysis: Gathers relevant information; considers broad range
of issues and factors; perceives relationships among diverse
information; uses logic effectively
5. Decision making: Makes timely and effective decisions
6. Delegating: Effectively assigns tasks to others while
maintaining responsibility for results; considers skill level of
employee and challenge level of assignment
7. Follow-up and commitment: Follows plans through to closure;
persists despite obstacles; keeps one’s word
8. Communication: Speaks clearly and expresses self well in
groups; conveys ideas in terms the listener can understand
9. Listening: Demonstrates attentive listening; conveys
understanding to others


Self-Assessment for New Supervisors

ONE OF MY STRENGTHS
DOING OK ON THIS
SUPERVISOR COMPETENCY
10. Managing conflict: Identifies sources of conflict; uses conflict

as a constructive means to exchange ideas; keeps energy
focused on desired outcomes
11. Fostering teamwork: Clarifies workers’ roles and
responsibilities
12. Technical and functional expertise: Possesses current
knowledge of profession and industry; is regarded as an expert
13. Time management: Sets efficient work priorities; can work on
many tasks simultaneously; balances importance and urgency
of tasks
14. Channelling motivation: Encourages others to achieve desired
results; creates enthusiasm and commitment in others
15. Coaching and developing: Provides timely, specific,
constructive feedback; gives challenging, developmental
assignments
16. Providing direction: Provides clear direction; sets clear
priorities; fosters a common vision
Tool 11–2: New Supervisor’s Action Plan for

Self-Improvement
Supervisors should be committed to continuous learning. The best way to do

this is to establish and commit to a set of steps that make continuous profes-
sional growth part of your day-to-day work. This tool is intended to assist
supervisors in thinking through a realistic and achievable action plan for
improvement.
To use the version of this tool included on the compact disc, insert the CD and
locate the file Tool 11–2: New Supervisor’s Action Plan for Self-Improvement.pdf.
Tool 11–2
New Supervisor’s Action Plan for Self-Improvement
Instructions: Answer the following questions. In drafting your action plan, focus on
creating a plan to which you are completely committed. Write your responses in the spaces
provided below.
1. Which two or three competency areas do you most need to improve at this time?
2. What do you stand to gain by bettering yourself in these areas?
3. What have you tried before?
4. What steps can you personally take to improve in those areas?
5. What help and support do you need to improve in those competencies?
6. As a supervisor in these areas of competency, how will you monitor your progress in
self-improvement?
7. Who needs to know about your action plan for improvement?
8. How will you tell them?
9. What are your first few steps?

Instrument 11–4: Coaching Skills and

Practices Assessment
Coaching, or working with your people one-on-one, maximizes the likelihood

that your leadership will be in alignment with their motivation. This self-
assessment instrument is intended especially for new supervisors who aim to
be good coaches. It helps them understand the competencies required for
good coaching and provides a format for setting developmental priorities and
plans. Use Tool 11–3: Action Plan for Self-Improvement in Coaching Skills as
a follow-up.
RATIONALE
The 10 skills and practices emphasized in this assessment can be considered

the vital few. They build on the fundamental competencies that all new super-
visors need to develop, mapped in the parallel Instrument 11–3: Self-
Assessment for New Supervisors. These vital areas of coaching can make you a
superior supervisor.
1. Delegating tasks: Effectively assigning tasks to others while main-

taining responsibility for results. Considers both the skill level of the
employee and the challenge level of the assignment.
Giving employees new tasks can be part of a developmental strategy.

Your ability to gauge others’ readiness to take on additional respon-
sibilities and perform mission-critical tasks determines the effective-
ness of your leadership.
2. Communicating instructions: Showing the employee how to

accomplish the task and clarifying when, where, how much and to
what standard it should be done.
Working with individuals on new tasks is an investment of your time

and energy. The best way to get a payoff is to inform the employee
about how, when and to what standard the task should be com-
pleted. The opposite of this approach has been termed ‘leave alone,
zap’ management.
3. Setting task-performance goals: Collaborating with employees

to establish immediate and long-term goals for performance on par-
ticular tasks.
The major difference between goals and objectives is that the latter
are measurable. Begin by working with an employee to set broad goals,
and then get more specific regarding desired outcomes and how they
will be measured.
4. Providing task-relevant feedback: Carefully observing the

employee’s performance of individual tasks and sharing those obser-
vations in a nonthreatening manner.
Giving employees feedback on task performance is usually best done

individually. For feedback to be most effective, it is necessary to
observe the person at work on the task, noting what he or she is
doing well and what can be improved. Working with an individual
enables you to see if your feedback is understood adequately and to
discuss how it might be used developmentally.
5. Rewarding improvement: Using formal and informal means to

compliment and reward employees making progress towards the
accomplishment of critical tasks.
Don’t wait until you see either perfection or utter failure on a task to
give feedback. Look for growth in task accomplishment, and individu-
ally reward growth soon after you observe it. The reward may be
formal (pay, perks, promotions) or informal (pat on the back or other
nonmonetary recognition).
6. Dealing with failure: Working with and encouraging employees

when they do not meet expectations.
When an individual demonstrates a complete inability or unwilling-

ness to perform a task according to your expectations and standards,
you must be able to deal with the result. This often means repriman-
ding, reassigning, retraining, or otherwise adjusting how the task will
be carried out. Some people learn more slowly. Others get demoted or
fired.
7. Working with personal problems: Listening with empathy and

without judgement, and offering appropriate emotional support regar-
ding personal difficulties.
New supervisors are not expected to function as counsellors or psy-

chotherapists. Few are qualified to carry out such responsibilities, and
the nature of the supervisor/subordinate relationship usually precludes
such interactions. However, when you are faced with an individual

whose personal situation is interfering with work, you need to be able
to intervene. Humanely adjust an individual’s work priorities when
that support will help him or her through a difficult situation, and be
prepared to refer your people to appropriate sources of professional
assistance. Regarding appropriateness, a good rule of thumb is that
when you feel you are in over your head, you probably are.
8. Confronting difficult situations: In one-on-one meetings with

employees, bringing up potentially uncomfortable issues that are
affecting the work.
Organizations often accumulate topics that we term ‘nondiscuss-

ables’ because talking about them makes people uncomfortable. Our
advice is clear: When in doubt, confront. When all else fails, try honesty.
This practice requires courage, diplomacy and tact.
9. Responding to requests: Consulting with employees when

needed, and making win–win decisions.
Remember that, as an agent of the organization, your responses to

requests hold legal weight. It is incumbent upon you to respond with
care and to avoid making promises that may later come back to
haunt you and the organization. The best practice is to adopt the role
of a consultant, working with employees individually to sift through
options before making joint decisions.
10. Following through: Monitoring the outcomes of coaching and

providing additional assistance when necessary.
Coaching requires that you stay close to your people in order to

observe task performance, provide feedback and offer continuous
encouragement. You may need to run interference for them as they
carry out their responsibilities and exercise their abilities, and you
may need additional resources to enable their attainment of goals.
Review the PowerPoint presentation ‘Coaching Skills & Practices’ by viewing

slides 11–23 to 11–38 printed on pages 128–130, or insert the CD and locate
the file Coaching Skills & Practices.pps to run the presentation.
CD and locate the file Instrument 11–4: Coaching Skills and Practices Assess-
ment.pdf.
Instrument 11–4
Coaching Skills and Practices Assessment
Instructions: A primary way in which supervisors empower their people is by working with
them one-on-one to improve skills and attitudes. Use the following instrument to assess
the extent to which you presently possess the 10 vital skills of coaching, and whether you
engage in the behaviours that are characteristic of highly effective ‘people developers’.

ONE OF MY STRENGTHS
DOING OK ON THIS
COACHING SKILL AND PRACTICE
1. Delegating tasks: Effectively assigns tasks to others while

maintaining responsibility for results; considers skill level of
employee and challenge level of assignment
2. Communicating instructions: Shows the employee how to
accomplish the task; clarifies when, where, how much and to
what standard the task should be done
3. Setting task-performance goals: Collaborates with employees
to establish immediate and long-term goals for performance
on particular tasks
4. Providing task-relevant feedback: Carefully observes the
employee’s performance of individual tasks; shares those
observations in a nonthreatening manner
5. Rewarding improvement: Uses formal and informal means to
compliment and reward employees who make progress toward
the accomplishment of critical tasks
6. Dealing with failure: Works with and encourages employees
when they do not meet expectations
7. Working with personal problems: Listens with empathy and
without judgement; offers appropriate emotional support
regarding personal difficulties
8. Confronting difficult situations: In one-on-one meetings with
employees, brings up potentially uncomfortable issues that are
affecting the work
9. Responding to requests: Consults with employees when
needed; makes win–win decisions
10. Following through: Monitors the outcomes of coaching;
provides additional assistance when necessary
Tool 11–3: Action Plan for Self-Improvement in

Coaching Skills
Supervisors should be committed to continuous learning and improvement as

coaches. The best way to do this is to establish and commit to a set of steps
that make continuous professional growth part of a supervisor’s day-to-day
work. This tool is intended to assist supervisors in thinking through a realistic
and achievable action plan for improvement as coaches.
To use the version of this tool included on the compact disc, insert the CD
and locate the file Tool 11–3: Action Plan for Self-Improvement in Coaching
Skills.pdf.
Tool 11–3
Action Plan for Self-Improvement in Coaching Skills
Instructions: Answer the following questions. In drafting your action plan, focus on
creating a plan to which you are completely committed. Write your responses in the spaces
below.
1. Which two or three coaching skills areas do you most need to improve at this time?
2. What do you stand to gain by bettering yourself in those areas?
3. What have you tried before?
4. What steps can you personally take to improve in those areas?
5. What help and support do you need to improve in those coaching skills?
6. How will you monitor your progress in self-improvement?
7. Who needs to know about that?
8. How will you tell them?
9. What are your first few steps?

Instrument 11–5: Supervisor Training

Follow-Up Assessment
This assessment instrument is designed to find out how supervisors change

behaviours after attending your training session. It is best to implement this
instrument a few months after the training has been completed. It is designed
to be administered to a supervisor’s direct reports, but may be modified as a
self-assessment.
To use the version of this instrument included on the compact disc, insert
the CD and locate the file Instrument 11–5: Supervisor Training Follow-Up
Assessment.pdf.

The final chapter includes the structured experiences that will help make your
training sessions interactive, and that make learning most effective.
Instrument 11–5
Supervisor Training Follow-Up Assessment
Supervisor Code: ___________
Instructions: This form focuses on the outcomes of the training in which your supervisor
recently participated. Please give your anonymous, open and honest assessment of your
supervisor’s current level of functioning. Based on the scale below, write a number from
1 to 6 to rate your supervisor on each of the 16 aspects of supervision.
6 = HIGHLY EFFECTIVE 3 = A BIT INEFFECTIVE

5 = EFFECTIVE 2 = INEFFECTIVE
4 = SOMEWHAT EFFECTIVE 1 = HIGHLY INEFFECTIVE
1. Influence: Persuades others to accept a desired point of view; gains support

and commitment from others; effects change in behaviour of others
2. Facilitation: Leads meetings or group efforts without directing the outcome;
creates an environment of openness and trust; leads groups to decisions in
which all participants feel a sense of ownership
3. Planning and organizing: Develops comprehensive project plans; monitors
progress against goals; assigns clear responsibilities; breaks work down into
manageable portions
4. Analysis: Gathers relevant information; considers broad range of issues and
factors; perceives relationships among diverse information; uses logic
effectively
5. Decision making: Makes timely and effective decisions
6. Delegating: Effectively assigns tasks to others while maintaining responsibility
for results; considers skill level of employee and challenge level of assignment
7. Follow-up and commitment: Follows plans through to closure; persists despite
obstacles; keeps his or her word.
8. Communication: Speaks clearly and expresses self well in groups; conveys
ideas in terms the listener can understand
9. Listening: Demonstrates attention to others and conveys understanding
10. Managing conflict: Identifies sources of conflict; uses conflict as a constructive
means to exchange ideas; keeps energy focused on desired outcomes
11. Fostering teamwork: Clarifies workers’ roles and responsibilities
12. Technical and functional expertise: Possesses current knowledge of profession
and industry; is regarded as an expert


Supervisor Training Follow-Up Assessment
13. Time management: Sets efficient work priorities; can work on many tasks
simultaneously; balances importance and urgency of tasks
14. Channelling motivation: Encourages others to achieve desired results; creates
enthusiasm and commitment in others
15. Coaching and developing: Provides timely, specific, constructive feedback;
gives challenging developmental assignments
16. Providing direction: Offers clear direction and sets clear priorities; fosters a
common vision
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C h a p t e r 12

Structured Experiences
Explanation of structured experiences

Step-by-step instructions for using structured experiences
Seven structured experiences:
Structured Experience 12–1: Alpha Beta
Structured Experience 12–2: Balloon Sculpture
Structured Experience 12–3: Caterpillar Race
Structured Experience 12–4: Distance Teaming
Structured Experience 12–5: Federal Reserve
Structured Experience 12–6: Paper Tower
Structured Experience 12–7: Peer Feedback
This chapter includes the structured experiences that are used in the training
designs presented in this workbook. Structured experiences enhance training
sessions for new supervisors by engaging participants in energetic activities. The
activities enable the training group members to exhibit and practise behaviours
that start the Experiential Learning Cycle.
The interactive learning activities included in this chapter are considered ‘struc-
tured experiences’, although they include activities that many trainers refer to
as ‘exercises’ or ‘games’. When considering the specific usefulness of structured
experiences in training new supervisors, it is helpful to consider the various
types of activities that trainers might run.
Structured experiences. These are step-by-step designs that imple-
ment the Experiential Learning Cycle discussed in Chapter 4. This
chapter includes seven such designs.
Exercises. This term refers to repetitive activities designed to teach
skills. Exercises follow a general format that includes illustration of
131
good performance, opportunities for practice of desired behaviour,

observance of performance, feedback and repetition of the cycle until
improved performance is achieved consistently.
Games. Games are events staged to allow training participants to

have fun. Games often lack direct relevance for learning.
Activities. Any interaction during a training session – even private

work – can be considered an activity. Activities enable experiencing,
which is the first step of the Experiential Learning Cycle. Activities
therefore create the common experiences upon which learning is built.
Icebreakers. Participants sometimes come into training feeling inex-

perienced, sceptical, reluctant, or scared. Using icebreaker activities to
open a training session enables participants to interact in a fun and
nonthreatening way, and to warm up to the group before approaching
more serious content.
Energizers. When enthusiasm for learning and interaction sags, it

is helpful to engage in an activity that peps up participants. An ener-
gizer can be as simple as in on-the-spot physical exercise, or as com-
plex as engaging in a competitive activity.
Structured Experiences Presented
Each of the following items is a self-contained design. Accordingly, all can be

used in a variety of modules. Be sure to read through all instructions before
facilitating the experience in a training session.
Structured Experience 12–1: Alpha Beta. Groups of partici-

pants solve a puzzle in a situation in which rules limit their commu-
nication. The experience demonstrates the need for a commonly held
vision to maximize task performance.
Structured Experience 12–2: Balloon Sculpture. This struc-

tured experience allows new supervisors to experience the import-
ance of teamwork while performing an ambiguous task.
Structured Experience 12–3: Caterpillar Race. This design

allows participants to practise and learn team skills of planning, comm-
unication and cooperation in the context of a high-energy, competi-
tive, physical activity.
Structured Experiences 133
Structured Experience 12–4: Distance Teaming. This activity

explores the challenges of long-distance and virtual teams, including
difficulties in long-distance communication, planning, implementa-
tion and decision making.
Structured Experience 12–5: Federal Reserve. This experience is

intended to improve team communication and team problem solving
in an analytical context.
Structured Experience 12–6: Paper Tower. This design explores

how participants react to change.
Structured Experience 12–7: Peer Feedback. This instrument

can be used following all structured experiences and exercises that
call for teamwork. It enables team members to express their percep-
tions of others’ behaviour and to learn from the feedback they receive
from others.
GOALS
The goals of this exercise are
to energize participants through an experience that relates to their

work realities
to help participants understand the importance of a common vision

in an effective team
to help participants address the challenges and demands faced by

supervisors.
MATERIALS
The materials needed for this exercise are
notepads and writing instruments for each participant
copies of instructions to hand out to participants.

12
9 3 TIME
6
30 minutes for exercise
30–60 minutes for debriefing
SET-UP
Sets of five participants sit in the following configuration, facing the front of
the training room. Alphas sit closest to the front.
Alpha
Beta
Gamma Delta Epsilon
Draw the configuration on a flipchart and ask participants to arrange chairs

for the exercise. Allow them to select their seats. If the number of participants
is not divisible by five, assign some people the roles of messenger and observer,
as appropriate. Messengers and observers may be assigned to multiple groups,
or the exercise can be run without observers. If participant messengers are not
available, the facilitator should serve in the role of messenger. Provide notepads
and writing instruments for participants.
INSTRUCTIONS FOR THE FACILITATOR
Announce, ‘Your task is to solve a simple, analytical problem. During this

exercise you may communicate in writing only, using the notepads provided.
No oral communication is permitted. Please observe the following communi-
cation channels [use the flipchart to diagram the channels]: Alpha can com-
municate with Beta. Beta can communicate with Gamma, Delta and Epsilon.
Gamma, Delta and Epsilon can communicate with Beta, but not with each
other. Your messages will be carried by “h-mail” [human mail].’
Alpha
Beta
Gamma Delta Epsilon
Introduce the messenger. Then continue, ‘Your messages must be addressed

correctly following this format:
TO: [recipient] (for example, Alpha)
FROM: [sender] (for example, Beta).
‘If not addressed correctly, your messages may be returned to you or lost in
cyberspace. When you believe you have solved the problem, Alpha or Beta
should raise a hand, and I will check your answer.’ The correct answer is
When you have given these instructions verbally, distribute the instructions for
participants (they can be found at the end of this section or by inserting the CD
and locating the file Structured Experience 12–1: Alpha Beta) and announce the
start of the exercise. If participants raise their hands to ask questions, ask them
to address their question quietly to you. Typically someone will ask, ‘What are
we supposed to do?’ Reiterate the instruction that they are performing a
simple analytical exercise and they should do their best with the instructions
they have received.
Start with a time frame of 15 minutes and adjust as necessary. If possible, run
the exercise until at least one of the groups arrives at the correct answer.
When approximately seven minutes have passed, ask the Beta participants for
a status report. To add the element of time pressure, tell them half of the time
has elapsed and ask if they are halfway through the task. Throughout the exer-
cise, remind all participants that this is a ‘simple analytical exercise’.
When a group completes the exercise, announce they have solved the prob-
lem and ask them to move to a part of the room where other participants can-
not hear them, to discuss the experience. After 15 minutes, ask remaining
groups if a few more minutes will help them complete the exercise. If they
have not solved the problem after 20 minutes, stop the process and begin
debriefing. If no group has solved the problem after 20 minutes, extend the
time for up to 30 minutes. Be sure to let the groups know that most groups
reach a solution within 15 minutes.
DEBRIEFING
Begin by having one Alpha, one Beta, and a Gamma, Delta, or Epsilon read
their instruction sheets aloud to the group. Point out that the seating and com-
munication structure reflects a typical organizational hierarchy, with Alpha
representing the manager, Beta the supervisor and Gamma, Delta and Epsilon
the line workers. Ask members of each level of the hierarchy to comment on
their experiences. Then have the observers and messengers share their obser-
vations. Ask participants how this experience was similar to what really occurs
in work situations.
KEY POINTS
In debriefing and discussion, be sure to discuss the following points. They

may emerge spontaneously or the facilitator may raise them.
Managers often assume everyone in their organization knows what

to do.
Supervisors get pressure from above and below, and often are over-
whelmed by communication demands. Welcome participants in the
‘Beta seat’ to their new roles as supervisors.
Line workers sometimes work actively to solve a problem, even if

they don’t know what the problem is. Similarly, participants in the
Gamma, Delta and Epsilon seats often try to interpret the symbols on
the instruction handout. These interpretations can be a source of
humour during the debriefing.
Line workers sometimes disengage from a process if they don’t know

what the organization is trying to accomplish.
Even if an organization is successful, members don’t feel satisfaction

unless they know what the organization is trying to accomplish.
Time pressure can be counterproductive.
Knowing that a task is simple does not necessarily make it easier, and
may increase frustration.
A commonly shared vision is critical for effective teamwork.
INSTRUCTIONS FOR PARTICIPANTS
Instructions for participants are found on the following pages, and copies can
be printed directly from the CD that accompanies this workbook. Insert the
CD and locate the file Structured Experience 12–1: Alpha Beta.pdf.
Structured Experience 12–1

Alpha Beta
Instructions for the OBSERVER: Observe how the group you are assigned to reacts to the
following elements. Record your observations here. After the exercise is complete, you will
be asked to share your observations with the group.
Definition of the problem or objective
Time pressure
Limited communications
Differing roles
Performance of team members

Structured Experience 12–1, continued

Alpha Beta
Instructions for the MESSENGER:
Deliver messages that are properly addressed.
Do not deliver messages if not properly addressed.
Return to the originator or throw away messages not delivered.
Move as rapidly as you can.


Alpha Beta
Instructions for ALPHA: In this exercise, you are Alpha. The reporting structure is as follows:
Beta reports to you; Gamma, Delta and Epsilon report to Beta. You may communicate with
Beta only through exchange of written notes. Beta may exchange notes with you and
Gamma, Delta and Epsilon, who may exchange notes with Beta only. No other
communication is permitted.
There are six familiar symbols.
Each person has five of the six symbols.
There are four copies of five of the symbols.
There are five copies of one of the symbols.
Your objective is to determine which one symbol all five people hold.
Your symbols are


Alpha Beta
Instructions for BETA:

Alpha and Beta may exchange notes.
Gamma, Delta and Epsilon may exchange notes with Beta only.
No other communication is permitted.
There are five symbols below. You may not show them to anyone.
If you have any questions, raise your hand.


Alpha Beta
Instructions for GAMMA:



Alpha Beta
Instructions for DELTA:


Alpha Beta
Instructions for EPSILON:

GOALS

work realities
to enable participants to practise effective teamwork behaviours,

including planning and communication, while accomplishing a task
with an ambiguous goal
to explore how participants react to control and trust issues.
MATERIALS
balloons (60–100 per team)
one roll of masking tape for each team
blindfolds
prizes, if desired
copies of instructions for observers.

12
TIME 9 3
6
45 minutes for set-up and exercise
INSTRUCTIONS FOR FACILITATORS
1. Select an observer for each team. Give each observer an instruction

sheet (found at the end of this section or by inserting the CD and
locating the file Structured Experience 12–2: Balloon Sculpture.pdf ).
2. Divide remaining participants into teams of even numbers. If neces-

sary to create even teams, one observer may observe two teams.
3. Explain that the task is to create an artistic sculpture using only bal-
loons and tape.
4. Half of the members of each team will be blindfolded. Each blind-

folded person will be paired with a sighted person. The sighted per-
son is responsible for the blindfolded person’s safety.
5. Explain that the teams have 10 minutes to prepare and to plan how
they will create their sculpture. During this time the teams should
choose who will be blindfolded, apply the blindfolds, assign partners
and start to blow up balloons. No other assembling of materials is
permitted during the planning phase.
6. The planning phase is followed by a 15-minute implementation phase.

After implementation begins, only people with blindfolds may touch
the sculpture materials.
7. The teams are in competition with each other. The winning sculp-
ture will be decided through a voting process.
8. After giving full instructions, the facilitator should check for ques-
tions and begin the planning period.
9. After 10 minutes, make sure blindfolds are applied and start the
implementation phase. After 15 minutes, stop activity and have par-
ticipants remove their blindfolds.
10. Give participants five minutes to look at sculptures and five minutes
to meet as a team to decide for which sculpture it will cast its vote.
11. Tally votes, announce the winner and award the prize.
DEBRIEFING
Discuss the experience in teams. Instruct the observer to begin by sharing his
or her comments, and then open up the discussion to the entire team. Each
team should identify at least three things learned, or three observations to
share with the larger group. Take approximately 30 minutes for this part of the
debriefing.
Bring the teams back together for approximately 15 minutes, to share with the
larger group what they have learned and observed.
KEY POINTS

What did the teams do well?
What could the teams have done better?
Did teams have a common vision at the start of implementation? At

any time?
Were everyone’s ideas and inputs considered?
How did participants react to being blindfolded and being sighted?
How did the teams handle time pressure?
Were the team’s tasks and roles clear to each team member?
INSTRUCTIONS FOR OBSERVERS
Instructions for observers are found in Structured Experience 12–2, and copies
can be printed directly from the CD that accompanies this workbook. Insert
the CD and locate the file Structured Experience 12–2: Balloon Sculpture.pdf.

Balloon Sculpture
Observer Instructions: These questions are meant to help you look for relevant
phenomena. You do not have to answer every question. Record your observations in the
space provided below.
1. How effective was the team’s initial plan? How thoroughly were alternatives
considered?
2. How effectively did the team anticipate, define, or identify problems?
3. How did the blindfolds affect leadership of the team?
4. How did the blindfolds affect trust and control?
5. How clearly were ideas communicated? How well did the partners listen to each
other?
6. How clear were the team’s tasks and roles?
7. What process did the team use to decide which sculpture would receive its vote?
GOALS
The goals of this exercise are to practise and learn team skills of planning, com-
munication and cooperation in a high-energy, competitive, physical context.
MATERIALS
crepe paper
stopwatch
one copy of the debriefing instructions for each team.

12
9 3
TIME
6
30–60 minutes for exercise
45 minutes for debriefing
SET-UP
Find a suitable course for the race. The course length and difficulty may vary,
depending on how much time you have for this exercise and the amount of
challenge you wish to create. The course should not be dangerous, but it should
be challenging. Don’t be overly concerned about the physical limitations of
individual participants because teams usually find creative ways to compensate
for those limitations. For example, we observed a team that included a mem-
ber in a wheelchair. Because they were working in a hilly terrain, the facilita-
tor gave the team the option of not including that participant. The team and
the participant, however, decided that he should be included and they suc-
cessfully moved through the course with the member in the wheelchair.
1. Form teams of five to seven members each.
2. Have teams make up team names.
3. Explain the objective and rules.

Objective: To complete the course in the shortest amount of

time. The winning team will be the one with the lowest total
time.
Rules:
a. The team must complete the challenge course and return

to home base with all team members connected by its
lifeline, made from the crepe paper.
b. Your team may not advance unless the lifeline connects

all members.
c. Each break in the line results in a two-minute penalty.

Breaks must be fixed before the team can proceed.
d. The line must be attached to each team member.
4. Distribute the crepe paper, and give the teams 10 minutes to plan
before the race begins. During this planning period, each team
should connect all of its members with its lifeline.
5. Start teams out in random order at one-minute intervals. Note the

start and finish time for each team.
6. Record the start and finish times and any penalties on a flipchart so
that the information can be viewed by all participants. When all teams
have completed the course, determine the total times and announce
the winning team.
DEBRIEFING
Debriefing should occur in teams. Each team should identify at least three
things learned or three observations to share with the larger group. Take
approximately 30 minutes for this part of the debriefing.
Bring the teams together for approximately 15 minutes to share what they have
learned and observed with the larger group. Call for input from each team.
DEBRIEFING INSTRUCTIONS
Debriefing questions are listed in Structured Experience 12–3: Caterpillar Race

below. Copies can be printed directly from the CD that accompanies this
workbook. Insert the CD and locate the file Structured Experience 12–3: Cater-
pillar Race.pdf.

Caterpillar Race
Debriefing Instructions: Discuss the questions below and identify key observations and
things learned through this experience.
1. How effective was the team’s initial planning? Were all alternatives considered?
2. How effectively did the group define or identify potential problems?
3. To what degree were everyone’s ideas and input considered?
4. How clearly were ideas communicated?
5. How well did the group members listen to each other?
6. How did the team handle the pressure of competition?
7. How clearly did each member understand the team’s tasks, resources and roles?
8. What did the team do well?
9. What could the team have done better?
10. Identify key observations and things learned.

GOALS
The goal of this experience is to explore concerns that are particularly relevant
to virtual teams, or teams with geographically separated members. Those con-
cerns include communications, resource tradeoffs and issues that arise from
planning and implementation across distance.
MATERIALS
paper cups
sheets of newspaper
rubber bands
plastic straws
masking tape
paper clips
a raw egg
play money
copies of purchase request forms for participants
prizes, if desired
purchase request form for each subteam.
12
9 3 TIME
6
1. Divide the team – which includes all training participants – into sub-
teams according to location, organization or function (depending on
what is relevant to this group). Seat subteams apart from each other
so that they cannot overhear or signal one another.
2. Explain the objectives and procedures. The team objective is to build

a device that will prevent a raw egg from breaking after a 10-foot free-
fall drop.
3. Explain that there are two phases: planning and implementation.

The time allotted for planning is 15 minutes. During planning, sub-
teams may communicate with other subteams only through writing.
Subteams may not talk to each other. The facilitator will act as
messenger.
4. The team receives resources for the project in the amount of £1,200,
which is divided equally among the subteams.
5. During the planning phase, a subteam may purchase conference time

for the entire team at £100 per minute. A conference table should be
centrally located so that during conference time all team members
can meet at the conference table and communicate freely. Confer-
ence time counts against the planning time allotment of 15 minutes.
Extra planning time for the team may be purchased at £100 per
minute.
6. The following materials may be purchased for device construction.

No other materials may be used for construction.
paper cups: £300/cup
sheets of newspaper: £100/sheet
rubber bands: £20/band
plastic straws: £10/straw
lengths of masking tape: £50/foot
paper clips: £10/clip
7. At the conclusion of the planning period, purchase requests and pay-

ments for construction materials must be submitted to the facilitator.
8. Materials may not be handled prior to the implementation period.

The implementation period begins after the facilitator has delivered
the construction materials, and lasts for 10 minutes. The team may
interact freely during the implementation period.
9. At the end of the implementation period, the device is delivered to

the facilitator for the quality-control test drop.
10. We recommend debriefing before the actual free-fall, leaving the

drop for a dramatic close to the exercise and discussion.
DEBRIEFING
The facilitator should lead a debriefing discussion with the large group, focus-
ing on the following questions:
How did physical separation affect team effectiveness?
How effectively did the team communicate?
How effective was the team’s plan?
How could the team have planned better?
What role did each subteam play?
How well did the team make use of all of its resources?
How balanced was the members’ participation?
How were decisions made?
The purchase request form needed for this structured experience is found on
page 155, and copies can be printed directly from the CD that accompanies this
workbook. Insert the CD and locate the file Structured Experience 12–4: Distance
Teaming.pdf.

Distance Teaming
Purchase Request Form

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GOAL
The goal of this experience is to foster team communication and team problem
solving in an analytical context. The US setting of the scenario has no bearing
on the exercise as the analytical skills it requires can be universally applied.
MATERIALS
one instruction sheet for each team
one set of information cards for each team.

12
9 3 TIME
6
1. Divide participants into teams of four to six members.
2. Read the instructions for participants aloud to the groups. Give each
team a copy of the instruction sheet. Within each team, divide the 20
information cards evenly among members.
3. Explain that team members may not show each other their cards, but
may otherwise communicate freely.
4. Set a 30-minute time limit. Give time reminders at 10, 15 and 25

minutes.
5. Note the starting and ending times for each team. Score the results as
directed on the instruction sheet.
DEBRIEFING
Facilitate a group discussion using the following questions to stimulate think-

ing and participation.
What worked well?
What didn’t work well?

How did leadership emerge?
Was there a plan to follow?
Was there an effective process for including everyone’s contributions

in the discussion?
How equal was participation in the team’s work?
How were decisions made?
How did time pressure affect the team?
How would you approach this exercise differently next time?
Were there any similarities to the real operation of your team at

work?
INSTRUCTIONS FOR PARTICIPANTS
Instructions and other materials for this structured experience can be found in
Structured Experience 12–5 on the following pages, and copies can be printed
directly from the CD that accompanies this workbook. Insert the CD and
locate the file Structured Experience 12–5: Federal Reserve.pdf.

Federal Reserve
The following five people are Federal Reserve governors, listed alphabetically:
Evan Patricia
Leslie Rob
Martina
The names of their regions, listed alphabetically, are

Central Southern
Eastern Western
Northern
The following account numbers, listed in numerical order, have been issued
to the governors:
551986 23158884
4444582 87958997
9866321
The accounts contain the following amounts, listed in descending order of size:
$800 million $100 million
$350 million $25 million
$200 million
The regions have their headquarters in the following cities, listed alphabetically:
Atlanta, Georgia New York City, New York
Chicago, Illinois San Francisco, California
Detroit, Michigan
Instructions: Your task is to match the name of each person with the appropriate region,
account number, account balance and city. If your team solves the problem correctly in
every area, it will receive a score of 100. Each time a team turns in an answer that is
incorrect in any area, 10 points will be deducted from that team’s score. In addition, if your
team turns in the correct answer before the 30-minute deadline, your team will receive one
bonus point for each minute you are early.


Federal Reserve
Information Card Data
Instructions: Each of the 20 pieces of data should be put on an information card, with one
piece of data per card. You will need one set of 20 cards for each team.
Patricia is not in the Southern Region.
The balance in account number 9866321 is $350 million
Patricia’s headquarters are in Chicago.
Chicago is the headquarters for the Central Region.
Patricia’s account number and Evan’s account number contain the same number of digits.
The balance in the Detroit reserve bank is less than $150 million.
The balance in Evan’s reserve bank is $200 million.
Evan is not in Detroit.
New York’s reserve account number is 23158884.
Leslie is in San Francisco.
There is a balance of $100 million in New York’s reserve account.
The reserve balance in the Eastern Region is $100 million.
The Western Region account has six digits.
Rob is not the reserve governor of the Southern Region.
Rob’s account number is 87958997.
The balance in the Western Region reserve account is more than $100 million.
Eastern Region believes the economy is slowing down.
Western Region wants to raise its reserves to $1 billion.
Pat drives a 1995 Explorer.
Central Region headquarters are not in the downtown area.


Federal Reserve
Answer Sheet
NAME REGION ACCOUNT NUMBER ACCOUNT BALANCE HEADQUARTERS
Rob Northern 87958997 $25 million Detroit
Evan Southern 4444582 $200 million Atlanta
Martina Eastern 23158884 $100 million New York
Leslie Western 551986 $800 million San Francisco
Patricia Central 9866321 $350 million Chicago

GOALS

work realities
to allow participants to practise effective teamwork behaviours while

accomplishing a task with an ambiguous goal
to observe how participants react to change.
MATERIALS
newspapers (a 6–12-inch stack for each team)
one roll of masking tape for each team
one roll of string or twine for each team
one pair of scissors for each team
Alternatively, this exercise can be done using firm tofu, food colouring, cock-
tail sticks, plastic knives and a few sheets of newspaper to protect the work
areas. The food colouring is introduced when the ‘aesthetically appealing’ cri-
terion is added.
12
TIME 9 3
6
45 minutes for set-up and exercise
1. Form groups of 10 or fewer participants (groups of five to seven

people work best).
2. Each group should select an observer. Give observers instruction

sheets.
3. Explain that the task is to build a free-standing tower, using only the
materials provided: newspapers, tape, string and scissors.
4. Point out that the groups are in competition with each other. The cri-
teria for the winning tower are height and structural soundness.
5. The groups have 25 minutes to complete their towers. After provid-

ing instructions, check for questions and begin timing.
6. Ten minutes into the exercise, add the criterion that the towers must
also be aesthetically appealing. Let the groups know that the prize
winner will be judged by a group voting process, and that each group
gets one vote.
7. At 25 minutes, stop the activity. Direct the groups to clean up their

areas. Give them five minutes to look at other towers and 10 to meet
again as teams and decide for which tower to cast their votes.
8. Tally the votes, announce a winner and award a prize.
DEBRIEFING
Discuss the experience in teams. Instruct the observer to begin by sharing his
or her comments, and then open up the discussion to the entire team. Each
team should identify at least three things learned or three observations to
share with the larger group. Take approximately 30 minutes for this part of the
debriefing.
Bring the teams together for approximately 15 minutes to share what they
have learned and observed with the larger group.
KEY POINTS

What did the teams do well?
What could the teams have done better?
Did each team have a common vision at the start of implementa-

tion? At any time?
Were everyone’s ideas and inputs considered?
Did the teams respond effectively to the change in criteria?

How did the teams handle time pressure?
Were the team’s tasks, resources and roles clear to each team member?
INSTRUCTIONS FOR OBSERVERS
Instructions for observers can be found in Structured Experience 12–6. Copies

can be printed directly from the CD that accompanies this workbook. Insert
the CD and locate the file Structured Experience 12–6: Paper Tower.pdf.

Paper Tower
Observer Instructions: These questions are meant to help you look for relevant
phenomena. You do not have to answer every question. Record your observations in the
spaces provided below.
1. How effective was the team’s initial plan? How thoroughly were alternatives
considered?
2. How effectively did the team anticipate, define, or identify problems?
3. How well did the group handle the change in criteria?
4. How well did the group handle time pressure?
5. How clearly were ideas communicated? How well did members of the group listen to
each other?
6. How clear were the team’s tasks and roles?
7. What process did the team use to decide which tower would receive its vote?
GOALS
The goals of this instrument are
to provide feedback to participants, to increase knowledge of per-

sonal strengths and weaknesses, and to assist in setting goals for
improvement
to enable participants to practise coaching and communication skills

learned during the training programme
to teach participants how to give and receive feedback.

12
TIME 9 3
6
Depends on team size. Allow 10–15 minutes per person.
Use this instrument immediately following a structured experience. Any

teams or subteams formed as part of the exercise should remain intact for the
feedback session. Explain the process to participants as follows:
1. Participants will take turns asking for feedback. They will ask each of
the other team members, one at a time, ‘What did I do that helped
our team?’ and ‘What did I do that hindered our team?’
2. When asked for feedback, team members should focus their remarks on
specific behaviours and effects on members. Feedback statements gen-
erally should follow the format of ‘When you did [X], I felt [Y]’ or ‘When
you did [X], the impact on the team was [Y].’ Feedback givers should
avoid evaluative statements with words such as ‘good’ and ‘bad.’ It is
up to the feedback receiver to decide on the value of the feedback.
3. The person receiving feedback should speak only to acknowledge

feedback or to ask clarifying questions. No defending or explaining
of behaviours is permitted.
4. Remind the feedback recipients to say ‘thank you’ at the end of each
person’s feedback.
5. Have each person take turns asking for feedback from his or her team
members.
6. After the first participant has asked each person on the team for feed-
back, the next participant will repeat the process.
DEBRIEFING
Facilitate a group discussion regarding the value of peer feedback and methods
of asking for and receiving it. Debriefing questions can be found in Structured
Experience 12–7 below. Copies can be printed directly from the CD that
accompanies this workbook. Insert the CD and locate the file Structured Experi-
ence 12–7: Peer Feedback.pdf.

Peer Feedback
Debriefing Instructions: Discuss the questions below, and identify key observations and
things learned through the experience of requesting and offering feedback.
1. What was it like to ask your peers for feedback?
2. How did receiving feedback make you feel?
3. What was it like to give someone feedback on the effects of his or her behaviour?
4. How difficult was it to remain descriptive and to avoid evaluating others’ behaviour?
5. How might we give each other feedback in the future?
6. How might we ask for the feedback we need to improve our work behaviour?
7. How might we mess it up?
8. What will you do as a result of the feedback you received?

A p p e n d i x

Using the Compact Disc
Insert the CD and locate the file How to Use This CD.txt.
Contents of the CD
The compact disc that accompanies this workbook on training new super-
visors contains three types of files. All of the files can be used on a variety of com-
puter platforms.
Adobe .pdf documents. These include instruments, handouts and

training tools.
Microsoft PowerPoint presentations. These presentations add

interest and depth to several training activities included in the work-
book.
Microsoft PowerPoint files of overhead transparency mas-

ters. This file makes it easy to print viewgraphs in black-and-white
or colour rather than using an office copier.
Computer Requirements
To read or print the .pdf files on the CD, you must have Adobe Acrobat Reader
software installed on your system. The program can be downloaded free of
charge from the Adobe Website, www.adobe.com.
To use or adapt the contents of the PowerPoint presentation files on the CD,
you must have Microsoft PowerPoint software installed on your system. If
you simply want to view the PowerPoint documents, you must have an appro-
priate viewer installed on your system. Microsoft provides various viewers free
for downloading from its Website, www.microsoft.com.
169
Printing from the CD
TEXT FILES
You can print the instruments and handouts using Adobe Acrobat Reader.
Simply open the .pdf file and print as many copies as you need. The follow-
ing .pdf files can be directly printed from the CD:
Instrument 2–1: Needs Assessment Focus Group Discussion

Questions
Tool 10–1: The Gift of Feedback
Tool 11–1: Trainer’s Action Plan for Professional Improvement
Instrument 11–2: Structured Interview Protocol for Assessing

the Learning Needs of New Supervisors
Instrument 11–3: Self-Assessment for New Supervisors
Tool 11–2: New Supervisor’s Action Plan for Self-Improvement
Instrument 11–4: Coaching Skills and Practices Assessment
Tool 11–3: Action Plan for Self-Improvement in Coaching Skills
Instrument 11–5: Supervisor Training Follow-Up Assessment
Handouts for use in the structured experiences also are included on the CD,
under the following .pdf file names:

Appendix 171
POWERPOINT SLIDES
You can print the presentation slides directly from this CD using Microsoft
PowerPoint. Simply open the .ppt file and print as many copies as you need.
You can also make handouts of the presentations by printing 2, 4 or 6 ‘slides’
per page. These slides will be in colour, with design elements embedded. Power-
Point also permits you to print these in greyscale or black-and-white, although
printing from the overhead transparency masters file will yield better black-
and white representations. Many trainers who use personal computers to proj-
ect their presentations bring along viewgraphs, just in case there are glitches
in the system.
Adapting the PowerPoint Slides
You can modify or otherwise customize the slides by opening and editing
them in the appropriate application. However, you must retain the denota-
tion of the original source of the material – it is illegal to pass it off as your
own work. You may indicate that a document was adapted from this work-
book, written by John E. Jones and Chris W. Chen. The files will open as ‘Read
Only’, so before you adapt them you will need to save them onto your hard
drive under a different filename.
Showing the PowerPoint Presentations
The PowerPoint presentations are in .pps format. This means that they auto-
matically show full-screen when you double-click on their filenames. You also
can open them in Microsoft PowerPoint and show them from there.
Use the space bar, the enter key, or mouse clicks to advance through a show.
Press the backspace key to back up. Use the escape key to abort a presenta-
tion. If you want to blank the screen to black while the group discusses a
point, press the B key. Pressing it again restores the show. If you want to blank
the screen to a white background, do the same with the W key. Table A–1 sum-
marizes these instructions.
We strongly recommend that trainers practise making presentations before

using them in training situations. You should be confident that you can
cogently expand on the points featured in the presentations and discuss the
methods for working through them. If you want to engage your training par-
ticipants fully (rather than worrying about how to show the next slide),
become familiar with this simple technology before you need to use it. A good
Table A–1
Navigating Through a PowerPoint Presentation
KEY POWERPOINT ‘SHOW’ ACTION
Space bar or
Advance through custom animations
Enter or embedded in the presentation
Mouse click
Back up to the last projected element of

Backspace
the presentation
Escape Abort the presentation
B or b Blank the screen to black

B or b (repeat) Resume the presentation
W or w Blank the screen to white

W or w (repeat) Resume the presentation
practise is to insert notes into the Speaker’s Notes feature of the PowerPoint
program, print them out and have them in front of you when you present
the slides.
The following PowerPoint presentations are included on this CD:
Coaching Skills & Practices.pps. This presentation reviews the

10 critical competencies for effective one-on-one coaching and
explains why each is important. The slide show is included in the
coaching module of this workbook, but it also can be presented as a
stand-alone lecture.
Competencies for New Supervisors.pps. This presentation

reviews the 16 skill areas measured by Instrument 11–3: Self-
Assessment for New Supervisors. The presentation includes a defini-
tion of each competency and brief input on its importance. It
concludes with a set of slides that guide the action planning process.
Fundamentals of Coaching.pps. This presentation lays out the

basics of developing employees through one-on-one coaching and
introduces the coaching matrix.
Appendix 173
Fundamentals of Delegation.pps. This presentation outlines

basic methods for delegating tasks to individual employees. The
show introduces the delegation matrix.
Motivation.pps. This presentation provides an overview of Mas-

low’s hierarchy of needs, and some general principles of motivation
that are useful for new supervisors.
Teamwork.pps. The presentation reviews the basic features of

effective teams and the meaning of teamwork.
Visioning.pps. If supervisors want to be perceived as organiza-

tional leaders, they need to work from a commonly shared vision.
This presentation defines and describes organizational vision and
provides guidelines for developing one.
Overhead Transparency Masters.ppt. This file contains all of

the slides included in this workbook, formatted in black-and-white.
Use the file to print viewgraphs, not as a presentation.

References
Jones, John E. ‘Don’t Smile About Smile Sheets’, Training and Development Journal,
December 1990. Available free at the Website, http://ous.iex.net.
Jones, John E. and Bearley, William L. ‘Reliability and Validity for Training Instruments’,
1998. Available free at the Website, http://ous.iex.net.
Jones, John E., Bearley, William L. and Watsabaugh, Douglas C. The New Fieldbook for
Trainers: Tips, Tools, and Techniques. Amherst, MA: HRD Press, 1996.
Jones, John E. and Pfeiffer, William. ‘The Experiential Learning Cycle’, in Reference
Guide to Handbooks and Annuals. San Francisco: Pfeiffer, 1985.
Kirkpatrick, Donald L. ‘How Effective Are Your Supervisory/Management Training Pro-

grams?’, in Elaine Beich and John E. Jones, eds, HRD Handbook. Amherst. MA: HRD
Press, 1996.
Kirkpatrick, Donald L. Evaluating Training Programs: The Four Levels (2nd edition). San
Francisco: Berrett–Koehler, 1998.
Maslow, Abraham H. Motivation and Personality (3rd edition). New York: Harper and
Row, 1987.
175
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AMSTERDAM • BOSTON • HEIDELBERG • LONDON • NEW YORK • OXFORD

Pergamon Flexible Learning is an imprint of Elsevier

First published in Great Britain 2006

Copyright © 2006, The American Society of Training and Development. Published by

The right of The American Society of Training and Development to be identified as

No part of this publication may be reproduced, stored in a retrieval system or trans-

British Library Cataloguing in Publication Data

For information on all Pergamon Flexible Learning publications

Typeset by Charon Tec Ltd, Chennai, India

The Trainer’s Workshop Series is designed to be a practical, hands-on roadmap

Chapter 1 INTRODUCTION: HOW TO USE THIS BOOK 1

Realities of Training New Supervisors 2

Chapter 2 ASSESSING THE LEARNING NEEDS OF NEW 11

Methods for Needs Assessment 11

Chapter 3 DESIGNING INTERACTIVE TRAINING FOR NEW 19

Principles of Adult Learning 19

Chapter 4 FACILITATING NEW SUPERVISOR TRAINING 25

Debriefing Experiential Learning 28

Chapter 5 EVALUATING AND IMPROVING NEW SUPERVISOR 33

Why Bother Evaluating? 33

Chapter 6 NEW SUPERVISOR TRAINING FOR INDIVIDUALS 39

Chapter 7 HALF-DAY SESSION (3–4 HOURS) 45

Half-Day Training Sessions 45

Chapter 8 FULL-DAY SESSION 51

Full-Day Agenda One 54

Chapter 9 MULTI-DAY SESSION 59

Chapter 10 CONTENT MODULES 67

Using Content Modules 67

Learning Partners Module (15–60 minutes, depending 78

Chapter 11 TRAINING INSTRUMENTS AND TOOLS 91

Training Instruments and Tools 91

Chapter 12 STRUCTURED EXPERIENCES 131

Structured Experiences Presented 132

Appendix USING THE COMPACT DISC 169

Contents of the CD 169

Printing from the CD 170

We also wanted to replace timeworn overheads and viewgraphs with simple

John E. Jones, who died in 2003, was president of

Executive team building, one-on-one coaching, intergroup problem solving,

Chris W. Chen is an organization effectiveness

Before moving to San Diego, Chen spent 10 years as an organization effec-

Realities of training new supervisors

The first level of supervision in any company or organization has a dramatic

As newly appointed agents of a company, new supervisors can create huge

In developing this workbook, the authors reviewed the available literature on

Realities of Training New Supervisors

Because new supervisors often are promoted from within an organization,

In addition, new supervisors may be subject to jealousy and resentment from

Organizations find it cost-effective and motivating to implement the policy of

The formal reward systems of many organizations can be described as consist-

who do want to become supervisors need to develop the competencies, skills

The Top 10 Mistakes Made by

1. Seizing power and attempting to hold onto it. New super-

2. Failing to solicit feedback. The rhetorical question, ‘How are you

3. Delegating without authorizing. Like many of these mistakes,

4. Reprimanding employees in the presence of others. No one

of action and is perhaps behind the observation, ‘whoever gets

5. Supervising everyone the same way. It is clear there is no one

6. Keeping the interesting work for themselves. Employees

7. Siding with team members. New supervisors can feel overly

8. Distancing themselves from direct reports. Although some