Research Paper: New Supervisory Skills

Research Paper New Supervisory Skillsyour Research Paper Is Based On

Your research paper is based on the following scenario: You have just taken over as a Shift Supervisor at Bad Teddy Bear Manufacturing and have a team of 30 under you. Your educational and training level is exactly what you have today. Your teams rotate shifts every 3 weeks and there are two shifts, morning, 0700-3:30 PM and evening, 3PM to 11:30PM. You have the flexibility to move people around shifts, and you stay on the same shift, with overlap (i.e. your hours are 9-6). Two co-leads take over when you are not there and stay on shifts with their workers.

The previous supervisor was let go for cause, failure to meet quotas and leadership inability. The department’s morale is very low and there is a great deal of pressure for your shift to perform. On top of this, there is a problem with two of your employees, one is always late and the other calls in sick frequently (you can decide what factors lead to their absenteeism). The previous supervisor never did anything about this and everyone knew it was an issue. One of your co-leads has brought it to your attention and wants to know when you are going to fix it.

You also have an employee that has been there for 14 years and has never been promoted to co-lead or supervisor. He came to you and wants to know why? He is an older worker and knows what he is doing, however, one of your co-leads told you that some of the younger workers grumble that he is too slow and can’t learn new technology. He also stated that unless he gets the opportunity to move up, he'll quit and make sure that management knows you never gave him a chance. Finally, there is a brand new worker, a single mother, who is super sharp and a very hard worker. She told you on your first day there how much she loves working at the company and wants to progress upward. However, childcare is an issue and sometimes she needs to leave early. On top of that, her car has left her stranded on several occasions.

You are to develop a solution to present to each of your co-leads on how to start fixing some of these issues. Make the paper informative, with some of the techniques and terms that we have addressed thus far in the course that deal with new supervisors.

Paper For Above instruction

The transition into a supervisory role at Bad Teddy Bear Manufacturing presents a complex set of challenges that require a strategic approach grounded in effective leadership theories, communication techniques, and employee development strategies. As a new supervisor, it is essential to address immediate issues such as low morale, absenteeism, and outdated perceptions, while also setting longer-term goals for team improvement and individual growth. This paper will explore various supervisory skills and concepts, including leadership styles, counseling and feedback methods, goal setting, SWOT analysis, generational considerations, and issues of favoritism, to develop comprehensive solutions for these workplace challenges.

Immediate actions should focus on building rapport with the team, establishing credibility, and demonstrating leadership through behavior. One effective technique is "Management by Walking Around" (MBWA), which involves informal interactions with employees to observe their work, listen to concerns, and foster trust (Peters & Waterman, 1982). This approach allows the supervisor to gain insights into team dynamics firsthand and address issues before they escalate. Additionally, implementing open-door policies encourages transparent communication, making employees feel valued and heard.

Addressing the low morale and specific issues of absenteeism requires a combination of counseling, feedback, and clarity regarding expectations. For the employee with frequent tardiness and absenteeism, I would initiate a private, empathetic counseling session to understand underlying factors—such as transportation problems or personal issues—and collaboratively develop a plan to improve attendance. For example, flexible scheduling or ride-sharing arrangements could be offered to accommodate her needs (Lussier & Hendon, 2019). For the sick employee, establishing clear attendance policies linked to performance reviews and emphasizing the importance of reliability can reinforce accountability.

In regard to the employee with 14 years at the company who feels overlooked for promotion, a fair and transparent development plan utilizing SMART (Specific, Measurable, Achievable, Relevant, Time-bound) objectives can provide clarity. This plan might include targeted training in new technologies, mentorship opportunities, and leadership development programs (Doran, 1981). By involving the employee in goal setting and identifying clear pathways for advancement, the supervisor can mitigate concerns of favoritism or bias (Bass & Avolio, 1994). Additionally, recognizing existing competencies and rewarding loyalty can foster a sense of value and motivation.

Furthermore, considering generational differences is essential in managing a diverse workforce. Older employees might be more resistant to change or slower to adapt, aligning with Theory X assumptions—viewing workers as inherently resistant to change. Conversely, younger employees and the proactive single mother demonstrate a desire for growth and engagement, aligning with Theory Y—belief in employees' self-motivation and capacity for responsibility (McGregor, 1960). Tailoring leadership approaches accordingly can improve team cohesion. For instance, providing technology training programs for older workers while offering leadership opportunities to younger employees promotes inclusiveness and development.

For the new worker who faces childcare and transportation issues, flexible scheduling and supportive policies must be implemented. Options include allowing early departures, job sharing, or adjusting shifts temporarily. Establishing a supportive environment demonstrates concern for work-life balance, which enhances job satisfaction and retention (Greenhaus & Allen, 2011). Moreover, involving the co-leads and managers in mentoring her through these challenges can reinforce organizational support and reduce feelings of isolation or favoritism.

To ensure accountability and continuous improvement, regular performance feedback sessions should be conducted, focusing on observable behaviors and outcomes. Constructive feedback, rooted in specific examples and aligned with SMART goals, can motivate change and foster professional development (London & Smither, 2002). Additionally, conducting periodic SWOT analyses—evaluating strengths, weaknesses, opportunities, and threats—can help identify systemic issues and inform strategic planning (Helms & Nixon, 2010).

Long-term objectives should include enhancing leadership development programs, fostering a culture of continuous improvement, and establishing fair evaluation practices. Transparency in promotions and recognition builds trust across the team, reducing perceptions of favoritism. Leadership training in emotional intelligence and diversity management will prepare co-leads to handle a multi-generational workforce effectively (Goleman, 1998). Moreover, implementing mentoring systems pairing experienced employees with newer staff can promote knowledge transfer and leadership skills development.

In conclusion, addressing the multifaceted challenges at Bad Teddy Bear Manufacturing requires applying a variety of supervisory techniques, including empathetic counseling, feedback, goal setting, and strategic planning. By fostering open communication, providing growth opportunities, and promoting fairness, the supervisor can improve morale, productivity, and employee retention. The proposed actions, rooted in established leadership theories and best practices, aim to create a supportive and high-performing work environment conducive to both individual and organizational success.

References

• Bass, B. M., & Avolio, B. J. (1994). Better leaders through leadership development. Harvard Business Review, 72(2), 221-232.
• Greenhaus, J. H., & Allen, T. D. (2011). Work-family balance: A review and extension of the literature. In J. C. Quick & L. E. Tetrick (Eds.), Handbook of occupational health psychology (pp. 165-183). American Psychological Association.
• Goleman, D. (1998). Working with emotional intelligence. Bantam Books.
• Helms, M. M., & Nixon, J. (2010). Exploring SWOT analysis—What is SWOT? Journal of Strategy and Management, 3(3), 215-251.
• Lussier, R. N., & Hendon, J. R. (2019). Human Relations in Organizations: Applications and Skill Building. Sage Publications.
• London, M., & Smither, J. W. (2002). Feedback orientation, feedback culture, and the effectiveness of feedback interventions. The Academy of Management Review, 27(4), 736-752.
• McGregor, D. (1960). The human side of enterprise. McGraw-Hill.
• Peters, T. J., & Waterman, R. H. (1982). In Search of Excellence: Lessons from America’s Best-Run Companies. Harper & Row.