# Essay: Supervisor Training Memo Re: High

Pages: 7 (2506 words)  ·  Bibliography Sources: 12  ·  Level: Master's  ·  Topic: Business  ·  Buy This Paper

SAMPLE EXCERPT:

[. . .] This educational enhances the supervisors' abilities to interact with their employees in a helpful way.

Cost of Training:

It is true that training is costly. However, when comparing it to the alternative -- unhappy and unproductive employees and high turnover and absenteeism -- it is worth the cost. A 2/3 day training course can accomplish a great deal. In this case, it is necessary to calculate ten days training spread over six months; the cost would be £1000/day for the trainer plus £1000/day in marginal and interference costs That results in a training cost of £20,000; if staff turnover is reduced by half, interference costs are reduced by £40,000.

Charney and Conway (2005) offer another way of looking at this. To calculate potential savings, set goals for results to be achieved and how training will help meet those results. The factors in the formula include the following: For example:

Current level of performance (e.g., 200 error rates per month; eight lost customer accounts per month; six days lost to work stoppages annually)

Translate the current level of performance into a dollar figure (e.g., 200 error rates times five minutes' correction time times \$15 salary per hour = \$250 per month).

Identify the changes that training can bring (e.g., lower errors to 25 per month).

Calculate savings that can be achieved (e.g., 200 errors minus 50 errors equals a decrease of 150 errors per month savings or 150 times five minutes/60 times \$15 = \$187.50).

Write a doable schedule for attaining savings

Identify the number of employees in the target training group. Divide the total anticipated savings by the number of participants to identify the savings per participant.

Compare the costs to savings.

Multiply the per-employee cost by the total participants.

Multiply the per-participant savings by number of participants.

Compare figures to determine business case for training.

This exercise not only identifies actual costs and realistic savings but also ensures that your training expectations are reasonable and targeted to measurable business outcomes.

Type of Training:

There are many different types of interpersonal training. One of these is role modelling (Kirkpatrick 2001). For example, the supervisors are in small groups of five or six. Each plays the role of the supervisor and the staff person in a given situation. When one person is the supervisor, the others are the staff members. The important part of this is the immediate feedback from the other members of the group, videotape and communication consultant. The person's strengths and weaknesses in communication are reviewed. The person who role plays the supervisor provides his thoughts about the experience and the feedback. He sees himself as others see him. The consultant suggests proper strategies and communication with the staff workers. The supervisor sets goals on what he wants to work on for change in future sessions. During these sessions, specific intercommunication skills are covered: showing interest in what the other person has to say, listening carefully to what is being communicated, maintaining eye contact, using positive body language, using open language, such as "what do you think," and "please explain," and responding by repeating what the person said. The most important part of this communication is respect. The supervisors need to show respect to the older women shop workers. In this communication role playing, the supervisors recognise that behaviour can be consciously improved. Learning the skills involved helps at different stages of the interpersonal communication. Our supervisors acquire skills that can be used in the real work environment. He can become more effective and enhance communication and morale.

Feedback to Supervisors:

Once our supervisors begin to learn these skills we should also use 360-degree feedback to continue improvements. This is a system when our supervisors receive confidential and anonymous feedback from their staff members and other supervisors. This typically includes the employee's manager, peers, and direct reports. Several people are asked specific questions about a wide range of workplace skills. The feedback is rated and measured and written comments are evaluated. The supervisors also fill out their own self-rating questionnaire on the same questions. rating scale and also ask raters to provide written comments. The purpose is to continually have input on strengths and weaknesses, areas that still need improvement and areas that have improved. This feedback can also be used in the employees' performance review.

Conclusion:

Our supervisors need much improved skills as soon as they are hired. Our shop workers need to be treated with respect. The DIY management team should introduce the addition of this training. They should let the employees know that this is being done for improved communication. It is important that they feel good about themselves and their jobs.

References:

Accounting for Sustainability (nd). GRO Foods, Plc. Viewed 15 March 2011 http://www.connectedreporting.accountingforsustainability.org/gro-foods

Adler, R.B., Rosenfeld, L.B., & Proctor II, R.F. 2007. Interplay: The process of interpersonal communication. New York: Harcourt College Publishers

British Columbia Economic Development. Essential skills for the retail/wholesale/grocery sector. Viewed 15 March 2011 http://www.aved.gov.bc.ca/skillsplus/docs/Critical_Skills_Retail.pdf gov.bc.ca

Carre, Francoise, Brandynn Holgate, and Chris Tilly. 2005. What's happening to retail jobs?

Wages, gender, and corporate strategy. Presented at the annual meetings of the International Association for Feminist Economics and the Labor and Employment Relations Association, Boston 5-8, January 2005. Viewed 15 March, 2011 from http://www.mccormack.umb.edu/centers/csp/publications/Carre_Tilly_Holgate_Retail_Release_Apr_08.pdf

Charney, C., & Conway, K. 2005. Trainer's Tool Kit. AMACOM: New York.

Easterby-Smith, M. & Araujo, L. 1999 Organizational Learning and the Learning Organization Sage: Thousand Oaks, CA

Fleenor, J.W., & Prince, J.M. 1997. Using 360-degree feedback in organizations: An annotated bibliography. Greensboro, NC: Center for Creative Leadership.

Gallup Management Journal. (2006, October 12). Gallup Study: Engaged Employees We

Inspire Company Innovation. Viewed 15, March 2011 from http://gmj.gallup.com/content/24880/Gallup-Study-Engaged-Employees-Inspire-Company.aspx

Kirkpatrick, D.L. 2001 Developing supervisors and team leaders. Woburn, MA: Butterworth-Heiinemann.

Skelly, B. Does the Irish retail market need more competition? (2010 October 11). Viewed 15 March 2011 http://www.shelflife.ie/article.aspx?id=1570

Taylor, S. 2002 Employee retention handbook. London: Chartered Institute of Personnel and Development.

Winsor, J.L., Curtis, D.B., & Stephens, R.D. 1997. National preferences in business and… [END OF PREVIEW]

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