Character Formation 2

(LEADERSHIP, DECISION
MAKING, MANAGEMENT AND
ADMINISTRATION)

PREPARED BY: JOHN PATRICK DE

JESUS
 ORDER OF PRESENTATION

I. Supervision for Leaders

II. Inspiring Subordinates
III.Training and Coaching
IV.Learning
 SUPERVISION FOR LEADERS
Supervision keeps track of the situation and ensures that plans and policies are
carried out correctly (U.S. Army Handbook, 1973).
This entails providing direction and evaluating job performance.
A small supervisory unit is present. On one side of the band, there is over
supervision (micromanagement), while on the other side, there is under
supervision.
Over supervision stifles(suppresses) initiative, builds resentment, and lowers the
morale and motivation of an employee. Under supervision, subordinates
perceive the leader as unconcerned, which leads to miscommunication and a
lack of coordination.
Nonetheless, paper monitoring by seniors with more knowledge and experience,
who usually appear to be critical of the situation, will benefit all workers.
 EVALUATION
Supervising includes evaluating. It is defined as determining
the worth, quality, or importance of people, ideas, or objects.
This entails investigating how people complete a task.
This entails getting feedback and figuring out how well
everything is going.
People require feedback to assess their performance; without
it, they may continue to perform poorly or refrain from taking
steps to improve their job.
 LIST TASKS BY PRIORITIES .

Example:
“A” - Priorities must be done today.
“B” - Priorities by tomorrow, and
“C” - Priorities need to be followed up within a week.
You will find errors, have time to correct them, and
mitigate any damages if you have a check and double-check
system in place.
 INSPIRING SUBORDINATES
It is much easier to persuade people to do something they are
passionate about, so inspire means "breathing life in," and to
do so, we must have our own lives.
You will be able to accomplish this by taking three main
steps:
1. Be Passionate
2. Involve subordinates in the decision-making process
3. Know what your organization is about
 BE PASSIONATE

Be enthusiastic about your work.

A trickle-down effect can occur with an enthusiastic
leader about a project in the organization.
It would help if you devoted yourself entirely to your
work.
Do not expect them to be if you do not show that you
are excited about it.
INVOLVE SUBORDINATES IN THE DECISION MAKING PROCESS

People who participate in the decision-making process

are much more involved than those who carry out a
manager's orders.
Assist them in contributing and let them know that
you value their input.
Listen to them and question their suggestions when it
makes sense.
 KNOW WHAT YOUR ORGANIZATION IS ABOUT

Recognize your organization's mission.

"The army is not made up of people. The army is people. Every decision we make is
a people issue.” According to "W. Creighton, General Abrams.
Meaning "The army isn't made up of individuals. The army is made up of people.
 Every decision we make involves people. The same can be said for the
organization. It does not matter if they make a product or provide a service; they are
still men.
The most important task is
 developing people and encouraging them to reach their full potential. Your team
members may come from various backgrounds, but they all have similar objectives.
Create an environment for people to be all that they can be.
 TRAINING AND COACHING
 Training and coaching are two different things , although some use them interchangeably:
 Training - Is a structured lesson designed to give people the knowledge and skills to
perform a task .
 Coaching - Is a process designed to help the employees develop expertise and result in
obstacles to improving the performance .
 Training and coaching are going hand in hand . first to train people with a great deal of
technical support and then you teach them with motivational tips . training as well as
coaching help create the conditions that encourage somebody to learn and develop .
People learn from the experience of others , by building an image of what they are trying
to learn in their minds by acquiring and knowing the knowledge they need , by applying it
to their job and or practice .
 COMMON POINTS OF BOTH COACHING AND TRAINING

a. Testing to assess levels of knowledge , capacity and trust .

b. Define targets that can be routinely calculated . This helps
differentiate this into step-by-step actions .
c. Clarify course , goals and responsibility . to promote
accountability , include the individual or team in the decision-
making process .
d. encourage peer coaching by reminding them that everyone
has a stake in each other's success .
 COMMON POINTS OF BOTH COACHING AND TRAINING

 e. Coaching is more than telling people how to do something , it involves giving

guidance , building skills , generating obstacles , removing barriers to success , building
better systems , and learning through discovery .
 f. Cope with emotional challenges by helping them improve , analyzing and pointing
out ways they hold back , and courage in them when they become frustrated , and so on .
 g. Give feedback by pointing and suggesting solutions , rather than actively criticizing
errors .
AS A LEADER YOU MUST VIEW QUOTING FROM TWO DIFFERENT VIEWPOINTS:

1. Quoting to lead others , and

2. being coached to achieve self improvement .
 LEARNING
Conditions of Learning
To be successful in guiding subordinates, the leader must
familiarize himself with these learning conditions and strictly
follow them while training his people:
• The Person Must Be Motivated to Learn
• Involve Your Subordinates In The Process
 THE PERSON MUST BE MOTIVATED TO LEARN

You cannot teach certain people who are not inspired to learn
knowledge or skills.
They've got to feel the need to learn what you say.
Many workers are inspired to do good work.
They want to be able to carry out their duties properly.
Their motivation is to be able to carry out their work in
return for a salary, reward, challenges, job satisfaction, etc.
 INVOLVE YOUR SUBORDINATES IN THE PROCESS

Keep their attention in the learning process by deliberately

engaging their minds and emotions.
Participate in them to active capability practice , or through
conversation with a lengthy lecture, you can keep their
attention.
People normally pay attention for a short period of time (less
than 30 minutes).
We need to use what they're told or their minds wander. if
you're lecturing for an arc, there's very little to recall.