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Success-Oriented Supervision (Paper-Based)

(Course Available After Purchase)Instructor: Martin Stahl$295

Overview:
Learn a set of common skills, language, and goals for your organizational unit. Learn that supervision consists of knowledge and skills that can continually be improved; that the understanding supervisor deals more effectively with the functions of supervision; and that development is seen as a responsibility of individuals and the organizations in which they work.

In this independent study paper-based course, you submit assignments to an instructor, who grades them and gives you feedback. Textbooks must be purchased separately. Take up to one year to complete.
Who Should Attend?
New or prospective supervisors who want to obtain a set of common skills, language and goals for their organizational units benefit from this course. The course fulfills OPM's basic supervisory training requirement.
Additional Information:
Order textbooks from Specialty Books. Select subject area Management and Supervision, then select course.
Objectives:
  • See skill development as a responsibility as much as a goal
  • Deal more effectively with functions of supervision
    		•
    Syllabus:
    Syllabus -- Success-Oriented Supervision, SUPV2202C, Grad. School, USDA Required Textbooks:
    Order textbooks from Specialty Books

    Contents and Objectives

    Lesson 1: Supervisory Responsibilities
    1. List reasons why few individuals are initially hired as supervisors.
    2. Identify how a typical worker becomes a supervisor.
    3. Identify the three levels of management and give examples of each.
    4. List and describe three skills of management.
    5. Contrast the skills required by first-line supervisors with those required at other levels of management.
    6. Identify the distribution of technical and managerial responsibilities in each level of management.
    7. Identify the "80-hour work-week" and describe how it can happen.
    8. Identify your tendency to favor either management or employees.
    9. List possible consequences of favoring management or employees.
    10. List what your manager expects of you as a supervisor.
    11. Identify what employees expect of their supervisors.
    Lesson 2: Concepts of Management
    1. Define the task of management by using the three factors common to organization.
    2. Identify four management processes all schools of management have in common.
    3. List three schools of management thought and identify the one you, as supervisor, favor.
    4. Identify the assumptions management makes about workers within each management school.
    5. Identify the role of management within each school.
    6. Define leadership.
    7. Describe the five power bases of influence.
    8. List five styles of leadership a supervisor can draw upon in leading his employees.
    9. List three forces each supervisor should consider in choosing a leadership style.
    10. Identify your own leadership style.
    11. Use a "Situational Analysis Sheet" to identify the appropriate leadership style.
    Lesson 3: Communication Skills in Management
    1. Define the difference between ineffective and effective communication.
    2. List the two components of the Communication Model.
    3. List seven elements involved in the Communication Model.
    4. Describe two common barriers to effective communication.
    5. Identify the difference between a fact and an inference.
    6. Describe four common defense mechanisms.
    7. Describe a technique for dealing with and responding to defense mechanisms.
    8. Describe four styles of communication.
    9. Select the appropriate style of communication based on the forces in the supervisor, the employee, and the situation.
    10. List three organizational communication networks.
    11. Describe the effect of each network on the accomplishment of a task.
    Lesson 4: Personal Skills of Communication
    1. Measure how effectively you listen and read.
    2. List seven poor listening habits and match them with specific remedies.
    3. Define "regression," "lip reading," "auditory reading," and "eye fixation."
    4. Describe a formula for more effective reading.
    5. Identify six myths every reader brings to the reading situation.
    6. List four basic types of meetings.
    7. Plan an effective meeting.
    8. List five main components of a report.
    9. List three skills every effective briefer needs.
    10. List two types of briefings and describe the purpose of each.
    11. Identify four briefing delivery styles.
    Lesson 5: Human Behavior and Motivation
    1. Describe and explain the needs of people, based upon Maslow's Hierarchy of Needs.
    2. Draw and describe the attitude Cycle.
    3. Describe how an attitude affects an individual's behavior.
    4. Identify and describe your attitude toward each of your employees.
    5. Describe the difference between job dissatisfaction and job satisfaction.
    6. List the factors that cause the most job dissatisfaction.
    7. List the job factors that provide job satisfaction.
    8. List five things that you can do to increase the motivation of your work unit.
    9. Describe three aspects of delegation and job loading
    10. Define delegation and three aspects of delegation for motivation.
    11. Name proven successful practices that can lead to motivation.
    Lesson 6: Problem-Solving and Decision-Making
    1. Describe seven steps in an effective Problem-Solving and Decision-Making method.
    2. Define a problem situation.
    3. List two rules in developing alternative solutions.
    4. Identify the criteria for selecting people to help in problem-solving and decision-making.
    5. Identify effective decisions in terms of quality and acceptance.
    6. Describe your approach to decision-making by solving a problem situation and developing alternative solutions.
    Lesson 7: Work Planning and Review
    1. Define what is meant by "hierarchy of objectives."
    2. List the desired effects of the Work Planning and Review system.
    3. Define objectives, responsibilities, indicators and goals.
    4. List the steps involved in establishing a Work Planning and Review system in your work unit.
    5. List the responsibilities and goals of your work unit.
    6. List the responsibilities and goals of each of your employees.
    7. List the components that comprise a well-written statement of objectives.
    8. Identify the differences between responsibilities and duties.
    Lesson 8: Appraisals and Counseling
    1. List the major steps involved in Appraisal and Counseling.
    2. Define the role of appraisal.
    3. Define the role of counseling.
    4. Identify how you would handle eight problems in an appraisal interview.
    5. Identify the criteria for useful feedback to employees in the counseling interview.
    6. Describe why the "Sandwich Technique" for giving feedback doesn't work.
    7. Open a counseling interview without causing a defensive reaction in the employee.
    8. Use the "Mirror Technique" in responding to employee defense reactions in the counseling interview.
    9. List two important points in giving positive feedback.
    10. Identify the two most important qualities present in every counseling interview.
    Lesson 9: Final Review
    1. Final Examination


    Course Details
    CODE:  SUPV2202C
    TYPE:  Distance Education
    LENGTH:  Up to 1 Year(s)
    CREDITS:  2
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