2. Introduction
Purpose of the Course
âContinue your ongoing career development
âElevate the level of productivity improvement awareness
among construction supervisors
Why study supervision?
âPrepare to become a supervisor
âLearn to walk the new line between craft worker and
supervisor
âLearn about more opportunities in your industry
1-2
3. Introduction to STP
⢠Supervisory Training Program Courses
âUnit 1: Leadership and Motivation
âUnit 2: Communication
âUnit 3: Planning and Scheduling
âUnit 4: Contract Documents
âUnit 5: Improving Productivity and Managing Project Costs
âUnit 6: Risk Management and Problem Solving
1-3
4. How This Course is Organized
Session Breakdown
â Dollars and Sense of People and Construction
â The Role of the Construction Supervisor
â Helping People Perform Better
â Motivation
â Leading Others
â You Get What You Expect
â Positive Feedback
â Training and Orienting Crew Members
â Teams and Team Building
â Leadership Skills in Action
1-4
5. Purpose of the Course
â˘Add to your ongoing career development
â˘Increase your awareness of different leadership
styles
â˘Increase your awareness of the motivational
factors you can control and the motivational
factors workers can control
1-5
6. Dollars and Sense of People and
Construction
⢠Learning Goals for Session 1
â Value of effective supervision of workers
⢠Learning Objectives
â Explain the importance of people to the success of the organization.
â Identify factors associated with poor supervision practices.
â List causes of high personnel turnover.
â Identify costs associated with training new workers.
â List causes of communication breakdowns and their costs to a project.
â Describe how low trust, poor teamwork, and lack of cooperation cost
money.
1-6
7. Costs Associated With Turnover
â˘High rate of accidents
â˘Slow rate of learning new tasks, jobs, and skills
â˘Low trust and communication breakdown
â˘Poor teamwork and cooperation
1-7
8. Causes of Turnover
Reasons for turnover might include
âPoor initial job match with the individual
âFalse role expectations
âNot fitting in with the crew or work culture
âThe job conflicts with outside interests
âInformation overload
âPoor training, slow skill development
âNot enough information or untimely feedback
1-8
9. Low Trust and
Communication Breakdown
This tends to prevent or inhibit accurate and
timely exchange of information.
1-9
10. Using on the Job
What You Learned Today
â˘Jobsite Assignment
â How might you do some things differently to help improve profits?
â Select one specific concept from this session that you believe you can improve
this week.
1-10
11.
12. Role of the Construction
Supervisor
Learning Goals
âRole of the construction supervisor as a leader, communicator and
motivator
Learning Objectives
âExplain the factors of supervisory leadership that motivate workers.
âDescribe communication mechanisms that motivate workers.
âDescribe how to assign work and delegate duties in order to improve
crew performance.
âDefine processes for leading others to perform quality work.
âExplain how company cultural values that improve on-site performance.
2-2
13. Supervisory Leadership Model
â˘Effective leadership
â˘Motivation
â˘Effective communication
â˘Planning
â˘Organizing
â˘Decision making
â˘Knowledge of construction
â˘Problem solving
2-3
14. Work Assigner and Delegator
â˘Does some of the things a supervisor normally
does.
â˘Involves others in new and more challenging
projects that are not part of regular work
assignments.
2-4
15. Factors Contributing to
Substandard Work
People work below standard for several reasons:
âNot enough information
âPoor training
âNeed for retraining
âFalse expectations about the job
âWork environment is inhibiting performance
âPressure from outside the job
âPoor attitude
âPoor work habits
2-5
16. Company Culture
Examples of company cultures include:
âPeople as the source of our strength
âProducts as the end result of our efforts (âWe are about
cars.â)
âProfits as a necessary mean and measure of our success
âBasic honesty and integrity
âAll people are important
âPeople working together achieve more
2-6
17. Using on the Job
What You Learned Today
Jobsite Assignment
âWrite down the work role you are having the most trouble
with.
2-7
18.
19. Helping People Perform Better
Learning Goals
âRole of the construction supervisor as a motivator
Learning Objectives
âDefine the four basic assumptions that form the basis for a
workerâs performance.
âList and use various supervisory leadership tools that will
improve worker performance.
âDescribe how to set specific and measurable goals for your
work crew.
âIdentify the positive and negative aspects of using
competition as a motivational tool.
3-2
20. Workersâ Performance
Assumptions about people
âPeople are motivated.
âMost people want to be the best they can be.
âMost people like to receive positive feedback.
âPeople want to be respected and feel empowered.
3-3
21. The Performance Equation
Performance = Motivation x Ability x Expectations
A supervisor can:
âCommunicate respect for the individual
âSet goals
âProvide feedback
âEncourage competition
âDeliver timely training and information
âEstablish self-responsibility and control
âSet positive expectations
3-4
23. Using on the Job
What You Learned Today
Jobsite Assignment
âSet one job goal you will accomplish in the upcoming week.
âEvaluate how well you accomplished your goal.
3-6
24.
25. Motivation
Learning Goals
âMotivational strategies that will improve the performance of
your crews
Learning Objectives
âIdentify three general motivation strategies.
âList specific items that motivate most workers.
âIdentify various personality types.
âDescribe various strategies that capitalize on personality
traits.
4-2
26. General Motivational Strategies
Force
âUse coercive power.
âNot the best way to motivate people.
Enticement
âHave some reward power.
Internal Motivation
âComes from within a person.
âThe same concepts will not internally motivate everyone.
âAn effective supervisor can determine what internally motivates each
crew member.
4-3
27. Recognizing Personality Types
The Take-Charge type
âReadily accepts challenges, is creative, accepts authority, solves
problems, etc.
The Cooperative type
âCooperates with everyone and focuses on getting the job done
The Happy-Go-Lucky type
âEnthusiastic, friendly, perpetually optimistic
The Steady-Eddie type
âShows up every day, does the job, performs at a high level
4-4
29. Using on the Job
What You Learned Today
Jobsite Assignment
âIdentify one person with whom you have had some
motivational problems on the job. Analyze that person using
the information from this session.
4-6
30.
31. Leading Others
Learning Goals
âDifferent leadership styles can be applied to various situations.
Learning Objectives
âDescribe consistent supervisory skills.
âIdentify core values.
âExplain the need for long- and short-term goals.
âDescribe best practices for corrective discipline.
âExplain requirements for implementing company policies.
âIdentify effective leadership styles for different situations.
5-2
32. Providing Consistency
â˘Core values
âBonding agents that hold the culture together
â˘Long-term goals
âHelp to provide consistency
â˘Corrective discipline
âConsistent, fair, and progressive discipline
â˘Company policies
âGuidelines that allow the company to operate
5-3
33. Leadership Styles
Tell
âSupervisor makes the decision and then tells the crew
members what they should do.
âUseful for situations in which the follower has high
motivation and willingness but is weak in ability.
Sell
âSupervisor decides on a course of action and then
communicates the benefits of the approach to the followers.
âWorks well if you have a motivated employee with ability
who needs some confidence or convincing.
5-4
34. Leadership Styles
(continued)
Consult
âSupervisor gets input from his or her crew members before
he or she (the supervisor) makes a decision about what
option or action to implement.
âUsed when a crewmember has moderate ability to do the
job and is moderately or highly motivated.
Join
âSupervisor makes the decision with the crew.
âUsed when the individual or group has high ability and
knowledge about the job at hand.
5-5
35. Leadership Styles
(continued)
Delegate
âCrew member is given broad discretion and
freedom to go ahead and get the job done.
âWorks well when you have highly motivated crew
members who have a great deal of experience and
ability to get a job or project completed.
5-6
36. Using on the Job
What You Learned Today
Jobsite Assignment
âEmploy a different leadership style for each day of the
upcoming week.
5-7
37.
38. You Get What You Expect
⢠Learning Goals
âDevelop awareness about how your actions create reactions in others
and develop positive expectations.
⢠Learning Objectives
âIdentify desired supervisory characteristics and behaviors.
âIdentify how workers respond to supervisorsâ behaviors.
âDescribe how to show respect for your crew and have positive
assumptions about them.
âIdentify how to develop activities that will help workers set positive
expectations.
6-2
39. How Workers Respond to Your
Behavior
â˘Did your worst leaderâs behavior affect your
behavior at work?
â˘Did your best leaderâs behavior affect your
behavior at work?
6-3
40. Setting Expectations
The Self-Fulfilling Prophecy
1. Supervisor does not respect people and has negative assumptions about
people
⢠This leads to...
2. Leading and supervising people in a negative style
⢠Which leads to...
3. People responding to the supervisorâs leadership in a negative way
⢠Which leads to...
4. Lower performance, which reinforces the supervisorâs negative
assumptions about people
6-4
41. Theories X and Y
Theory X
âInherent dislike for work
âMust be coerced, controlled, directed, or
threatened
âTypical person prefers to be directed, avoids
responsibility, has little ambition, and wants security
above all
6-5
42. Theories X and Y
(continued)
Theory Y
âPhysical and mental effort in work is natural
âWill exercise self-direction and self-control in the service of
objectives
âCommitment to objectives is a function of the rewards
associated with achievement
âTypical person learns -- under proper conditions -- not to
accept but to seek responsibility
âHigh degree of imagination, ingenuity, and creativity in the
solution of organizational problems
âIntellectual potential of the average person far exceeds use
6-6
43. Putting the Theories to Work
To create a positive work climate for your crew:
âSet clear goals and expectations that are realistic, but reasonably high.
âProvide the training and information people will need to reach these
expectations.
âGive positive feedback to reinforce the progress people are making.
âGive constructive criticism to help people improve.
âProvide a positive non-verbal climate that reinforces your belief in your
crewâs capabilities and their ability to reach the expectations you have
set.
6-7
44. Using on the Job
What You Learned Today
Jobsite Assignment
âIdentify something you are doing that might be
interfering with your working relationships.
6-8
45.
46. Positive Feedback
Learning Goals
âApply various positive feedback principles to various jobsite situations.
Learning Objectives
âExplain the importance of feedback and its effect on workers.
âDefine the principles of communicating positive feedback.
âDescribe positive feedback that will encourage workers to improve
performance.
âApply positive feedback principles to actual jobsite situations.
7-2
47. Positive Feedback
Our own experiences
âWe are conditioned to look for problems and
correct them.
âWe should also be able to spot people who are
doing good work.
âPositive feedback reinforces good work practices.
7-3
48. Benefits of Giving Positive
Feedback
â˘Crew members begin to understand the
specific things that make up good performance.
â˘People will tend to repeat the things they are
rewarded for.
â˘Good feedback helps create a positive culture
and open up positive communication.
7-4
49. Applying Positive
Feedback Principles
These seven principles should be followed when giving
positive feedback
âGive positive feedback for improvement and good work.
âBe sure to give it often.
âCommunicate positive feedback quickly.
âSome positive feedback should be specific.
âDonât overstate or understate positive reinforcement communication.
âKeep your positive feedback natural.
âTry to personalize some of your positive feedback.
7-5
50. Using on the Job
What You Learned Today
Jobsite Assignment
âWrite down one instance of positive feedback on your job
and one instance of negative feedback.
7-6
51.
52. Training and Orienting
Crew Members
Learning Goals
âDiscuss how techniques and ideas form the foundations for
effective training and orienting.
Learning Objectives
âIdentify content for orientation activities for new workers.
âDescribe the process associated with on-the-job training
âWrite training outlines to guide trainers who help workers learn
new tasks.
âExplain why proven training techniques must be applied during
training sessions.
âDescribe how to evaluate training activities others conduct.
8-2
53. Orientation for New Workers
â˘Improve the new workerâs attitude toward the
job.
â˘Improve quality.
â˘Reduce waste, re-work and mistakes.
â˘Help reduce turnover.
â˘Reduce accidents.
8-3
54. Assessing the Training Needs
â˘Is there a need for training?
â˘What is the readiness level of the trainee?
â˘Is the training timely?
â˘Is there a balance between cost-efficiency and
training effectiveness?
8-4
55. Plan How to Best
Deliver the Training
Create a basic outline
âOrganize the training session.
âThink through the training session.
âPlanning improves learning.
âPlanning saves time in the long run.
Create a step-by-step training outline
âList the steps of training.
âList the key points of the training.
8-5
56. Effectively Deliver the Training
â˘Describe the job in a logical and orderly
fashion.
â˘Demonstrate the job.
â˘Have the trainee try out the job and have him
explain what he is doing.
â˘Let the trainee try out the job on her own.
â˘Check back frequently to see how he is doing.
8-6
57. Using a Training Checklist
These 14 steps in the training checklist can help you
evaluate your training effectiveness
âWere the safety, quality and quantity expectations about the job made
clear to the trainee?
âWas the purpose and importance of the job explained?
âWas the trainee put at ease?
âWas the trainee reassured?
âDid the supervisor use the first name of the trainee?
âDid the supervisor explain any unusual terms?
âWas the training session logical and step by step?
8-7
58. Using a Training
Checklist (continued)
âWere key points covered and emphasized?
âWas the trainee asked to explain the process as he or she was trying it
out?
âWas the trainee given any positive reinforcement or praise?
âDid the supervisor correct errors in a constructive and patient manner?
âWas the trainee encouraged to ask questions?
âDid the supervisor use any questions or feedback techniques to check
how much the trainee understands the task or job?
âDid the trainer motivate the person to want to learn the job or task?
8-8
59. Using on the Job
What You Learned Today
Jobsite Assignment
âIf your company has a training/orientation program in place,
compare the ideas presented in this course to your
training/orientation program
8-9
60.
61. Teams and Team Building
Learning Goals
âDiscuss different types of teams and which team type is the best fit for
various situations.
Learning Objectives
âDefine characteristics of good teams and bad teams.
âIdentify the different types of teams and identify the advantages and
disadvantages of each.
âDescribe the different stages of team development.
âExplain the supervisory skills needed in each of the four stages of team
development to enable the team to develop and function.
9-2
62. Why Teamwork Is Important
â˘Develops trust
â˘Poor relationships are the number one cause of
turnover
â˘Helps with cross-training
â˘Teams can take on some of the supervisorâs
work
â˘Frees up the supervisor to do more planning,
coaching, etc.
9-3
63. Team Types
Natural Work Team
âIntegrated into the work situation; is an ongoing team
situation.
âHigh level of information exchange and problem solving
occurs within the normal flow of the work situation.
âThe supervisor uses a range of leadership styles to develop
the team.
âThe supervisor facilitates communication among team
members.
9-4
64. Team Types (continued)
Natural Work Team (continued)
âSupervisor facilitates communication, seeks ideas,
asks key questions, helps the crew analyze the
situation, summarizes needed actions and delegates
needed actions.
â˘Advantages of the natural work team
â˘Disadvantages of the natural work team
9-5
65. Team Types (continued)
Self-Directed Team
âCrew members take on even more responsibility.
âTeam members do some of the things a crew
supervisor would normally do.
âTeam members work together to achieve even
more.
âCrew members know when to take actions that
resolve problems and capitalize on opportunities
9-6
66. Team Types (continued)
Self-Directed Team (continued)
âTeam has more knowledge of the management
functions.
âSupervisorâs role is to coach and advise as needed.
â˘Advantages of the Self-Directed Team
â˘Disadvantages of the Self-Directed Team
9-7
67. Team Types (continued)
Task Team
âCross-functional team that meets to solve specific
problems.
âFormed to work on a specific project.
âOnce that project has been resolved, the Task Team
is disbanded.
â˘Advantages of task teams
â˘Disadvantages of task teams
9-8
68. Team Types (continued)
Quality Circle
âGroup of 3 to12 people from a department who
meet a few hours per week to identify and analyze
work-related problems, then develop possible
solutions
â˘Advantages of the quality circle
â˘Disadvantages of the quality circle
9-9
69. Phases of Team Development
Phase One â Start-up
âTeam members are positive.
âTeam members are willing to get along.
Phase Two â Conflict and Uncertainty
âTeam improves ability to work together.
âHowever, the morale of the team begins to decline.
âCrew members begin to question value of teamwork.
âCliques may form.
9-10
70. Phases of Team
Development (continued)
Phase Three â Productive
âThe team has resolved major differences.
âThe team has a more realistic understanding of its
function.
Phase Four â High Performing
âTeam is truly self-directed
âAble to work through barriers and problems
âHas a clear understanding of its purpose
âWilling to take on new challenges
9-11
71. Using on the Job
What You Learned Today
Jobsite Assignment
âIdentify what type of team you are part of, describe the team
and why you believe it is the type you have identified.
âIdentify the stage of development your team is in.
9-12
72.
73. Leadership Skills in Action
Learning Goals
âRecognize the value of effective supervision to both the contractor
and to workers.
Learning Objectives
âIdentify company practices that could hinder productivity.
âAnalyze work situations and recommend supervisory practices that
improve productivity.
10-2
74. ⢠Each group will review two sessions.
⢠You will have 10 minutes to prepare your
presentations.
⢠You will have four minutes to present each session
review:
â1 minute to reinforce key points
â2 minutes to tell how you plan to apply â on-the-job â the
ideas and skills from this session
â1 minute for other participants to tell how they plan to apply
â on-the-job â these ideas and skills.
10-3
Review of Sessions
75. Closing Activities
â˘Registration and Evaluation
âRegister course completion for the STP and
database
âProvide feedback
â˘Action Plan
âHow you will apply what you have learned?
â˘Award Certificates
10-4