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    A. Stalzer Supervising Middle Managers - Handout

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    Tomika Rodriguez
    This document discusses strategies for purposefully supervising middle managers. It begins with introductions of the presenters and an overview of the framework, theory, and practice that will be discussed. It then examines how middle managers are described in the literature and frames them in terms of generational identity, life stage, gender differences, and their role within higher education. The document outlines strategies supervisors can use to increase employee engagement, provide mentoring and feedback, and offer recognition and relationships. It emphasizes involving staff in strategic planning, communicating regularly, and focusing on growth, challenges, and work-life balance.

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    A. Stalzer Supervising Middle Managers - Handout

    Uploaded by

    Tomika Rodriguez
    27 views31 pages
    This document discusses strategies for purposefully supervising middle managers. It begins with introductions of the presenters and an overview of the framework, theory, and practice that will be discussed. It then examines how middle managers are described in the literature and frames them in terms of generational identity, life stage, gender differences, and their role within higher education. The document outlines strategies supervisors can use to increase employee engagement, provide mentoring and feedback, and offer recognition and relationships. It emphasizes involving staff in strategic planning, communicating regularly, and focusing on growth, challenges, and work-life balance.

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    A. Stalzer Supervising Middle Managers.handout

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    A. Stalzer Supervising Middle Managers.handout

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    This document discusses strategies for purposefully supervising middle managers. It begins with introductions of the presenters and an overview of the framework, theory, and practice that will be discussed. It then examines how middle managers are described in the literature and frames them in terms of generational identity, life stage, gender differences, and their role within higher education. The document outlines strategies supervisors can use to increase employee engagement, provide mentoring and feedback, and offer recognition and relationships. It emphasizes involving staff in strategic planning, communicating regularly, and focusing on growth, challenges, and work-life balance.

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    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    27 views31 pages

    A. Stalzer Supervising Middle Managers - Handout

    Uploaded by

    Tomika Rodriguez
    This document discusses strategies for purposefully supervising middle managers. It begins with introductions of the presenters and an overview of the framework, theory, and practice that will be discussed. It then examines how middle managers are described in the literature and frames them in terms of generational identity, life stage, gender differences, and their role within higher education. The document outlines strategies supervisors can use to increase employee engagement, provide mentoring and feedback, and offer recognition and relationships. It emphasizes involving staff in strategic planning, communicating regularly, and focusing on growth, challenges, and work-life balance.

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    © All Rights Reserved
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    of 31

    Voices from the Middle

    Purposeful Supervision of
    Middle Managers

    ACPA 2008
    Presented By:
     Amy Stalzer, MBA Admissions, Emory University
    [email protected] (404) 727-2685

     Danielle McDonald, Dean of Students Office, Georgia Tech


    [email protected] (404) 894-1936

     Ann Pitini, Housing, Northern Kentucky University


    [email protected] (859) 572-6972

     Merideth Ray, Undergraduate Admissions, Georgia Tech


    [email protected] (404) 385-6149
    Introductions and Overview
     Introductions

     Framework

     Theory

     Practice
    Middle Managers in the Literature
     Extending from top management down to the
    front line

     Implement strategies or policies set by top


    level managers and coordinate the work of
    lower level managers

     A pivot between the interest of senior


    management and knowledge of frontline staff
    Framing the Middle Manager
     Generational Identity and its impact on
    the workplace
     Life stage and its effects on work and
    values
     Gender difference within the group and
    external to the group
     Middle managers within the changing
    context of Higher Education
    Generational Identity
     Silents (Born between 1925 and 1946)
     Loyal
     Dedicated
     Teamwork

     Baby Boomers (Born between 1946 and 1964)


     Higher priority on work than personal life
     Distrust authority

     Generation Xers (Born between 1965 and 1980)


     Question authority
     Work/ life balance
     independent

     Generation Ys or Millennials (born after 1980)


     Team centered
     Demanding
     Over-programmed
    Generations in the Workplace
     What Type of Employees Are We?

     Naturalto see the conflict of interests and


    themes between the mid level managers
    and their supervisors, as well as those that
    they may be supervising.

     Generational Conflict vs. Life Stage Conflict?


    Life Stage and it’s Impact
     Baby Boomers
     Youngest are 44
     Past their child rearing years
     Caring for parents

     Gen Xs
     Likely to be married
     Child Care
     Own Homes

     Older Gen Ys
     Moving through the early life stage changes

     Young Gen Ys
     Many still live at home with their parents
     Unaware of the “reality” of life
    Gender
     Divergent career paths

     Defining Cause for Advancement

     Stopping-out

     Gender of upper level admin

     Burden of Care Responsibilities


    Within the Context of Higher Education

     Supporting the Mission

     Responsibility without Input

     New Challenges
     Teaming
     Downsizing
     Turnover

     Dual role of Student Affairs


    Employee Engagement
    Motivation
    Passion
    Commitment

    A Persistent State of Work Fulfillment

    Rational and Emotional Commitment


    Why focus on Engagement
    3rd Top Management Challenge

    Standards of Behavior
    discretionary effort
    long term commitment
    peak performance
    low turnover
    increased tenure
    Factors influencing Employee
    Engagement
    Meaningful work
    Autonomy
    Collaboration
    Growth
    Fairness
    Recognition
    Connectedness to colleagues
    Connectedness to leader
    *Ken Blanchard Companies
    General Strategies for Supervisors
    Recognize the need for development

    Assess Personal Engagement lists

    Recognize and tailor managerial responses to


    generational and personal differences

    Ask yourself:
    Are you motivating your people?
    Are you challenging your people?
    Do you show that you care for your people?
    More Strategies
    4 solutions to increase the odds of achieving an engaged
    workforce
    Educate the leaders
    Encourage networks
    Champion work-life balance
    Facilitate the match

    Provide coaching, training, and mentoring


    Engage in and publicize active retention strategies

    Engagement is built on time, commitment,


    and consistent monitoring

    Value both Results and Relationships


    Survey Details
    Profile
     White Male or Female
     Generation X
     Four year large public or private
     5-10 years career experience
     1-4 years in current position
     1-2 promotions in last 5 years
     Commitment level/career outlook: good to excellent
     Prospects for advancement in current job: poor to fairly
    poor
    Resources and Engagement
    “The lack of resources and unrealistic (and
    unhealthy) demands placed upon my time
    regularly make me question my commitment
    to this position and the field of student affairs.”

    “Lack of cohesion and positive energy in office;


    resistance to change and new ideas. Poor
    attitude of coworkers and managers. Poor
    management. Lack of recognition and
    reward for a job well-done. Currently, less
    interaction with students than in the past.”
    “There are times when I honestly do not
    understand how our supervisors (and, more
    accurately, those above them) expect us to "do
    more with less" year after year after year. It
    almost seems that, despite their supposed
    gratitude for our long years of service, insight,
    and experience, they are trying to force all
    mid-level employees out of our positions so
    they can replace us all with entry-level
    employees so they can hire sycophants and save
    money. I bring over a decade of student
    affairs experience and I am sought out by my
    peers as an expert in my field, but I feel like no
    one on my campus has any faith in my work
    or abilities at times.”
    “I have a great staff and we are a part of a great
    Division of Student Affairs. We have
    visionary leadership at our VP level.”

    “Trust that allows freedom/creativity to do my


    job and the resources to support my ideas”

    “I am fortunate to work at a great place for a great


    supervisor. She does not put up with drama
    and that helps with overall attitude of
    department. In the words of Julius from the
    movie Remember the Titans..."attitude reflects
    leadership, captain." Our leader is great and that
    filters down to make this a great place.”
    Strategies for Supervisors

     Involve staff in strategic goal-setting

     Focus on what can be done and what


    benefits can be achieved

     Communicate privileged information


    regularly
    Mentoring, Feedback & Mobility
    “There really isn't anywhere for me to move up
    unless I get out of housing. I feel that I am
    taken for granted by many in my department.
    I would like to receive timely and genuine
    recognition for my accomplishments. I would
    also like to have a much better balance
    between work and personal life.”

    “There is a great deal of pressure placed upon


    mid-level managers at my institution. We know
    there is no chance for promotion, very little
    chance of increased resources, and no
    chance of a realistic work situation that will
    allow for work/life balance. Many of my
    colleagues have left the institution in the last 15
    months and, of those who are left, I am one of
    the only ones not job searching right now.”
    “As much as my supervisor seems to pay attention
    to what I am doing, I do not get the frequency
    or type of feedback that I need from him. It
    makes me feel that he has time to micromanage
    me but not time to consider my professional
    growth.”

    “Not a lot of feedback, potential for growth, or


    promotion/mobility. I also do not have a
    mentor here at this institution and that is
    challenging.”
    Strategies for Supervisors
     Stop creating so many entry level
    positions
     Connect employees to mentors at the
    institution and beyond
     Opportunities for more challenging and
    visible work
     Create flexible assignments, job sharing
    opportunities, and special projects that
    relate to employee’s passion
     “Stay” interviews
    Recognition & Relationships
    “No recognition, only when something has not been
    done correctly is there attention or mention given.”

    “Again, we all have fun together and enjoy one


    another, it's a flexible and light hearted work
    environment, I feel supported by my supervisor in
    the face of problems and willingness to help or
    listen when I need her, but don't always feel that
    our good work in recognized and rewarded
    accordingly without "prompting" the conversation,
    which isn't comfortable. As far as a "good job" in an
    e-mail or in staff meetings, we get that regularly, but
    sometimes, I feel that a more permanent and / or
    viable response to the work that we're doing is in
    order.”
    “Positive work environment for the most part. As a
    general rule, we enjoy one another, both
    departmentally and within the division and are
    part of a very supportive environment. We have
    developed a very open dialogue and often
    engage in some very intense conversations, but
    learn from one another through that process.
    Because of the nature of what we do, we have a
    very flexible work environment regarding work
    time per say.”

    “The interactions I have with my students, the


    support of my colleagues and the autonomy I
    have in my position”
    Strategies for Supervisors
     Offer a relationship on an individual level

     Regular feedback, both positive and constructive.

     Recognition for expertise, knowledge, experience,


    competence rather than praise on specific tasks

     Formal and informal systems of recognition. For


    ideas, seethe book 1001 Ways to Reward
    Employees by Bob Saunders. Recognize often!

     Take FUN seriously: plan regular staff fun events


    that create community
    Top Ways to Reward Employees
    1. Money 6. Advancement

    2. Recognition 7. Freedom

    3. Time off 8. Personal growth

    4. Piece of the action 9. Fun

    5. Favorite work 10. Prizes

    The Greatest Management Principle, LeBeof


    Final Thoughts
    “I am fortunate to work at a great place for a great
    supervisor. She does not put up with drama and
    that helps with overall attitude of department. In the
    words of Julius from the movie Remember the
    Titans..."attitude reflects leadership, captain."
    Our leader is great and that filters down to make this
    a great place.”

    “The students I interact with and advise are the


    reasons I stay in this position and plan to stay for
    a few more years. We've accomplished some great
    achievements by working together and I think we
    are on a course that will take our community to a
    good place by the time I leave my position.”
    References
     Armour, S. (2007). Who wants to be a middle manager? In USA Today (9/6/2007).

     Antonioni, D. (2000). Leading, Managing and Coaching. Industrial Management.


    September- October. pp. 27-33.

     Bartosz, K.L., Stevens, P. and Stevens, E. (2007). Women’s Career Decisions in


    Different Developmental Stages. http://www.counselingoutfitters.com/Stevens.htm

     Blanchard, K., Carlos, J.P., & Randolph, A. (1996). Empowerment takes more than a
    minute. Berrett-Kohler Publishers, San Francisco CA.

     Clegg, S. and McAuley, J. (2005). Conceptualizing Middle Management in Higher


    Education: A multifaceted discourse. Journal of Higher Education Policy and
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     Gaskill, L.R. (1991). Women’s career success: A factor analytic study of contributing
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     Gleeson, P.B. (2003). Managing and motivating the generations: Implications for the
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     Gomez, M., Cooke, K., Fassinger, R., Prosser, J., & Mejia, B. (2001). Voces abriendo
    caminos (voices forging paths): A qualitative study of the career development of
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     Klagge, J. (1998). Self-percieved development needs of today’s middle managers.


    Journal of Management Development. Vol. 17 (7), pp. 481-491.

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     Manpower Services (Austrailia) Pty Ltd. (2007). Generation Y in the Workplace.

     Pierce, S. (2007). Gen Y myths debunked. In Entpreneur.com.


    http://www.entrepreneur.com/humanresources/managingemployees/article

     Nelson, B. (1994). 1001 ways to reward employees. Workman Publishing Group, New
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     Richie, B.S., Fassinger, R., Linn, S., Johnson, J., Robinson, S., & Prosser, J. (1997).
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     Rossi, J. and Alexandria, D. (2007). What Generation Gap? American Society for
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     Rosser, V. (2004) A national study on midlevel leaders in higher education: The
    unsung professionals in the academy. In Higher Education. Vol. 48. pp. 317-337.

     Unknown. (2008). Is your firm ready for the millenials? http://knowledge.emory.edu

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    environment fit: effects on employee outcomes. Career Development International.
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     Williams, E.N., Soeprapto, E., Like, K., Touradji, P., Hess, S. & Hill, C. (1998).
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