The Roles of a Supervisor PDF

1. THE ROLES OF THE SUPERVISOR Michelle Poché Flaherty “ One of the greatest things you can do to help others is not just to share and give what you have, but to help them discover what they have within themselves to help themselves....

1. THE ROLES OF THE SUPERVISOR Michelle Poché Flaherty “ One of the greatest things you can do to help others is not just to share and give what you have, but to help them discover what they have within themselves to help themselves. ” —Rita Zahara, Singaporean journalist and newscaster, co-founder and CEO of Li Da Foods 1  SNAPSHOT Chapter 1 will present The many roles of a supervisor Tips for those of you moving from peer to supervisor Definitions and distinctions of management and leadership Guidance for delegating more of your task and technical work Reflections on your potential to impact others Techniques for setting a tone of trustworthiness and possibility, including the circle of influence and growth mindset A list of key leadership practices. These skills and competencies will give you a firm foundation for meeting the chal- lenges of your job. Later chapters provide more detailed information on how to put these essential skills to work. INTRODUCTION Y our roles and responsibilities as a supervisor or project manager will vary greatly depending on the culture and climate of your organization, the functions for which you are responsible, the degree of autonomy you are granted, and your awareness of your strengths and areas needing development. Two things, however, are certain: 1. You are dependent on the performance of others for succeeding in your job and accomplishing important work for the community you serve. 2. You are in a position to impact other people’s careers, spirits, and quality of life. With this in mind, this chapter will introduce you to some foundational principles to prepare you for the rest of the topics covered in this book. Author Michelle Poché Flaherty appreciatively recognizes the contribution of Laura Chalkley and Scot Wrighton, who wrote versions of this chapter that were included in previous editions. 2 Effective Supervisory Practices THE MANY ROLES OF A SUPERVISOR The role of today's supervisor involves much more than getting the work of your unit done with and through your immediate team. As a supervisor, you are A vital link between the organization’s vision and the day-to-day activities that contribute to making that vision a reality The connection between the leaders who establish strategic goals for the organi- zation and the boots on the ground implementing those goals The glue that keeps work moving when the organization faces political changes, tight budgets, shifting priorities, staff reductions, and new community demands. It is a tough and demanding job that requires a blend of technical, management, and people skills to achieve agreed-upon outcomes. Whether you are a veteran supervisor or fairly new to the job, you must leverage the expertise that helped you get the position in the first place while developing and refining new skills to get work done with and through a high-performing team. Some of your responsibilities as a supervisor include Leading, developing, supporting, coaching, motivating, and empowering your team Holding team members accountable for both performance and behavior Being a constant and consistent model of ethical, responsible, respectful, inclu- sive, and compassionate behavior—for your team and as a government represen- tative in the community Setting the direction for your work unit and for individual team members to equi- tably deliver their part of the organization’s mission, vision, and strategic goals with excellent customer service Managing workloads and practices—both your own and those of your team—to ensure quality, on-time, and on-budget outcomes Creating and sustaining a safe, healthy, respectful, and fulfilling work environment Communicating regularly and diplomatically in all directions: up the hierarchy, down the chain of command to every member of your team, across the silos of your organization, and out to the community you serve and the external partners who help you succeed The Roles of the Supervisor 3  Developing your own confidence and resilience, along with that of your team, to adapt to change, overcome challenges, manage through crises, collaboratively solve problems, and remain committed to continuous learning, improvement, and innovation Promoting camaraderie and fun at work while appreciating your colleagues along the way. The chapters that follow will break this perhaps overwhelming range of respon- sibilities into manageable areas of focus with practical information to help you gain command of each of them. Each chapter will break down a particular topic with basic information, a short introduction to best practices, and/or practical ways to tackle your supervisory responsibilities. Use this book as a roadmap to guide you through the twists and turns of being an effective supervisor. MOVING FROM PEER TO SUPERVISOR It can be difficult to become a boss to your former co-workers and friends. In the past, you may have commiserated occasionally with your peers about organizational challenges or decisions. Now, as a supervisor, your leadership responsibilities include making or explaining decisions, even when they are unpopular. While it is okay to disagree in private with your manager, once a decision is made you must support it. That means not saying, “Oh, well, senior management made the decision so I have no other choice but to implement it.” Instead, if your employees raise concerns, you should listen carefully and be prepared to share those concerns up the chain of com- mand, but you must also support the management decision (for example, by saying, “I understand your feelings, but this decision has been made based on certain facts, and we need to support it.”) Despite some grousing in the moment, you will likely find your employees end up respecting you more, not less, as a result of such consis- tent leadership. If you were part of the team before becoming the supervisor and have close rela- tionships within the group, you need to be open about how those relationships have changed. It can be difficult to separate friendship from work, and you need to be thoughtful about how you manage those new relationships. For example, if you have carpooled or regularly gone to lunch with a colleague you now supervise, continuing 4 Effective Supervisory Practices those routines could present awkward situations or be viewed as favoritism by other team members. Becoming a successful supervisor requires making changes in your operating style to adapt to your new role and responsibilities. That includes Rethinking your relationships with work friends who are now your direct reports Letting go of the tasks that you used to do and trusting your team to get those tasks done Keeping an eye on the big picture and longer-term goals. You may not need to change your entire circle of friends, but you do need to make sure that personal friendships don’t interfere with your supervisory responsibil- ities, including the possibility of disciplining a good friend someday. As a supervisor, you must be fair—even if it makes you uncomfortable. STEPS FOR MAKING A SMOOTH TRANSITION FROM PEER TO SUPERVISOR 1. Meet with your entire team soon after promotion. 2. Meet individually with each employee to discuss any concerns. 3. Ask how you can best support your employees during this transition. 4. Communicate clearly how much you respect the team members and look forward to working with each one as the team supervisor. 5. Take your time—and give your employees time—to grow accustomed to new roles. 6. Be consistent in how you deal with your team in your new role. MANAGING AND LEADING Your job as a supervisor is to get work done through other people. You do not have the same freedom as Individual contributors on your team to focus mainly on directly delivering services and producing work products yourself. You have management and The Roles of the Supervisor 5  leadership responsibilities, and you must make time for them. If you don’t do them, no one else will and they won’t get done. A model designed by the Commonwealth Centers for High-Performance Organi- zations1 best illustrates this dynamic: Your time and effort can be represented in a pie chart, divided between Leadership (L) responsibilities, Management (M) responsibili- ties, and Task or Technical (T) responsibilities. Make Time to Manage and Lead M L An entry level operator, technician, assistant, or analyst is likely to spend more time on task and technical work, combined with opportunities to contribute with management and leadership T skills. L The work of a supervisor brings increased management and M leadership responsibilities, requiring that less time be dedicated to task and technical work. T The work of a senior director requires more leadership; task and M L technical work is delegated in order to meet management demands. T Source: Commonwealth Center for High-Performance Organizations. Adapted with permission. Management vs. leadership Effective supervisors use both leadership and management skills. Management is practical and focuses primarily on day-to-day operations or short- term results. It involves planning and budgeting, organizing and staffing, monitoring quality and progress, evaluating performance, managing risks, and solving problems. 6 Effective Supervisory Practices  Leadership is strategic and transformational, with an emphasis on values and achieving the longer-term vision. It focuses on establishing direction, aligning employees based on priorities, exploring new possibilities, and motivating and inspir- ing people toward successful outcomes.2 In many organizations, some management responsibilities of supervisors are defined by senior managers or through established processes. For example, all super- visors in your organization may be required to submit budget proposals and complete employee evaluations by a certain deadline or use a specific system for keeping track of employee work schedules and time off. Your leadership responsibilities are sometimes less obvious. Often, it is only when challenges arise that supervisors begin—out of necessity—to develop the leadership skills required to overcome those challenges. For example, small disagreements in a work group can grow into large interpersonal conflicts that may interfere with get- ting the work done. The immediate challenge may make it clear that you need to do something to improve teamwork in your group to ensure long-term effectiveness. This book is designed to help you become the kind of leader who will cultivate teamwork from the outset, so that conflicts are less likely to arise. Leadership prac- tices relating to communication, team building, motivating employees, and inspiring continuous improvement are all part of the chapters that follow, as are the practical management skills and techniques related to organizing, monitoring, and evaluating the work of your team. When you develop your leadership skills along with your management skills, you become a leader, not a boss. This is a key distinction for supervisors of high-perform- ing teams. e e atin effective y As a supervisor, you cannot neglect your management and leadership duties. The only way to increase your attention on management and leadership is to shrink the amount of time you spend on task and technical work. The task and technical work still must get done, but it should not be done by you. You must delegate this work to your team members. Delegating is essential to your supervisory success because it Helps employees feel valued The Roles of the Supervisor 7  Encourages creative and innovative problem solving Motivates employees to take full responsibility for their work Increases productivity and ensures that the work gets done Helps you manage your supervisory workload. ARE YOU AN EFFECTIVE DELEGATOR? Test your delegation skills by answering true or false to the following questions: 1. It’s easier if I just do it myself because it takes too long to explain to someone else how to do it. 2. I know how to do this task better than anyone else. 3. If I don’t help with the workload, my employees will think I’m lazy. 4. If I delegate the task, then that person will get credit, and others (like my man- ager) may think my direct report is more qualified than I am. 5. It’s really my work so why should I push it onto others? If you answered true to one or more, it’s time to strengthen your comfort with delegation. Reflect on your leadership and management responsibilities that aren’t getting done when you’re consumed with task and technical work. Are you a well- organized and empowering supervisor if you are reluctant to delegate? Delegation can improve performance by enabling your employees to learn and master new skills. Some supervisors are reluctant to delegate, either because they are afraid that the person might make a mistake or because they are unwilling to let go of work they see as their own. To be an effective supervisor, you must focus on helping employees to reach their full potential, and that means coaching them through their errors and slow, uneven performance as they learn something you could easily do. It also means encouraging team members to become more skilled in some areas than you are. Good leadership focuses on organizational success, not personal glory. It also recognizes the return on the investment of your time spent coaching and mentoring staff to take on delegated work. 8 Effective Supervisory Practices  DELEGATION Management Leadership Delegation is the key to shrinking your Task/Technical duties in order to make the time necessary to Manage and Lead. It is also the key to empowering Technical & your staff. Task Work There are four parts to successful delegation: responsibility, authority, instruction, and accountability. Responsibility – You should give the employee full responsibility for the specific task you are delegating and clear goals to help them complete the task with the desired outcomes understood. However, even when you delegate responsibility for a specific task, you remain responsible for ensuring that the work is completed as required (e.g., on time, within budget, of sufficient quality, performed with integrity and good customer service). Authority – The employee must have sufficient authority to complete the task, and other team members should know that the employee has that authority. Giv- ing responsibility without authority undermines the effective completion of work, and it can create tension on the team. Instruction – To be successful, your employee needs specific instructions on the expectations and work processes, and regular feedback to ensure successful com- pletion. As part of the instruction process, you should welcome the employee’s ideas for new or more efficient ways of completing the task that might be differ- ent from how you would have done it. Accountability – Finally, the team member must be held accountable for com- pleting the task and achieving the desired outcome. Delegation gives employees The Roles of the Supervisor 9  a chance to learn new skills and improve their performance. This will not happen if there is no accountability for completing the task properly. The following guidelines will help increase your delegation effectiveness: Be clear about what you want done. Communicate the goal, the deadline, and any rules and procedures. Be sure the employee understands the instructions. Choose the right person for the right task. Remember that delegation is supposed to introduce a realistic stretch—challenging but not impossible. Give the team member the required resources—including time and space—to complete the assignment. Refrain from hovering, but make yourself available for consultation and course corrections along the way. Maintain open communication and check on progress, but do not try to rescue the person. Delegating work to your employees doesn’t mean doing it for them. Correctable errors can be powerful learning opportunities. Hold team members accountable for their assigned tasks and give them the nec- essary authority to complete them. Recognize and celebrate the person’s accomplishments.3 Successful delegation requires you to be creative and clear and to trust your employees. What they accomplish may astound you. YOUR IMPACT ON OTHERS It has been said that employees join organizations and quit bosses. The mission and culture of your agency, and its reputation and that of its leadership, are key factors in attracting new employees who want to be a part of something special. As a supervisor, you translate that vision and reputation into a day-to-day reality for your team. While some unglamorous aspects of the work may be unavoidable, you have immense influ- ence over whether a job environment is invigorating or discouraging. You can neglect or intimidate your team and promote a frustrating or debilitating workplace. Or you can support and empower your team and promote a fun, satisfying workplace. Fortunately, abusive and intimidating supervisors are becoming increasingly uncommon. However, it can be all too easy for a well-intentioned supervisor to 10 Effective Supervisory Practices become distracted with their workload and deadlines so that they miss opportunities to support, empower, enliven, and enjoy their team. After more than 20 years of polling private sector employees and supervisors, the Gallup Organization developed a list of 12 questions that measure the strength of a workplace. The questions center on the core elements that an organization needs to attract, focus, and retain productive employees. Employees who answer “yes” to the 12 questions are more likely to stay and demonstrate more commitment to the work and to their team. What is important here is that most of these questions are the direct responsibil- ity of the supervisor. This confirms that whatever an employee’s stated reasons for making a job change, the actions of their supervisor are most likely to influence their job decision. The Gallup questions for employees that reflect the impact of their supervisor are as follows: Do you know what is expected of you at work? Do you have the materials and equipment to do your work right? At work, do you have the opportunity to do what you do best every day? In the last seven days, have you received recognition or praise for doing good work? Does your supervisor, or someone at work, seem to care about you as a person? Is there someone at work who encourages your development? At work, do your opinions seem to count? In the last six months, has someone at work talked to you about your progress? In the last year, have you had opportunities to learn and grow? In the last six months, has someone at work talked to me about my progress? 4 Because you work most closely with your employees, you are in a better position than anyone else in management to make sure that the answers to these questions are yes. If you make sure that these elements are in place, you will positively influ- ence how employees behave on the job, how willing they are to do their work, what they think of management, and how they develop as people and as employees. You have tremendous impact on the quality of work life for your team. Take seriously your responsibility to have an impact on other people’s lives. Make time to do this well. This book will help you. The Roles of the Supervisor 11  SETTING THE TONE As the leader of the team, you set the tone for the group. You can do this in a variety of ways that require self-awareness about how you show up, communicate, and react to others. You can set a more positive and constructive tone if you are Approachable – so that employees and colleagues don’t hesitate to talk to you when they need help or are facing unexpected obstacles. Connected – to team dynamics as well as work progress. Open to changes in work processes or strategies – to allow for improvements and encourage innovation. Aware of trends or patterns in the larger organization, community, or profes- sion – so that you can promote a learning environment and prepare your team for approaching impacts. Trustworthy – so that team members know they can confide in you and count on your support. Safe – by not exerting control through fear, shame or intimidation. When responding to problems or errors, create psychological safety by diagnosing causes and solving them rather than assigning blame or leaping to punishments. One of the most impactful tones you can set as a supervisor is that of possibility. It will help your team to focus on solutions and results, rather than getting stuck on obstacles and limitations. Two concepts you can use for unlocking possibility in your team are the “circle of influence” and “growth mindset.” irc es of in uence and concern This model is based on two circles: the circle of concern and the circle of influence. The circle of concern is the larger circle because it includes all the things you care about, from your family members and the errands on your list to climate change and world peace. The circle of influence is much smaller, as it only includes the things over which we have control and can do something about. This model suggests that when you reactively focus on your circle of concern by worrying about all the things you can’t control, then your circle of influence shrinks. 12 Effective Supervisory Practices  Circle of Circle of Circle of Circle of Circle Circle of of Circle Circle of of Influence Influence Influence Influence Concern Concern Concern Concern PROACTIVE FOCUS PROACTIVE FOCUS REACTIVE FOCUS REACTIVE FOCUS Positive Positive energy energy enlarges enlarges Circle Circle of of Influence Influence Negative Negative energy energy reduces reduces Circle Circle of of Influence Influence Source: The Development Partnership (the-dp.co.uk). Reprinted with permission. Things in the circle of concern include regrets about past mistakes and worries about the future. The language of the circle of concern sounds like, “They never…”, “They should…”, “I wish…”, “If it weren’t for…”, and “I/we can’t…”. The more time you spend here outside your circle of influence, the more reactive you become, and the more likely you will be to think in terms of blame and adopt an attitude of victimization. However, the model also suggests the more energy you put into your circle of influence by proactively focusing on what you can control, the larger your circle of influence will grow. Things in this circle include lessons from past mistakes and plans for the future. The language of the circle of influence sounds like: “What if we…”, “Let’s try…”, “Would you consider…”, “We could…”, “I will…”. As your circle of influence grows, your actions and attitudes are more likely to focus on possibility and results. In this way, you empower yourself. A team of people has a larger circle of influence when you combine the knowl- edge, abilities, and access of its members. By focusing your team members on what the group can collectively control, you will empower your team, cultivate more posi- tive collaboration, and help them stay focused on outcomes and results.4 There are several ways you can help your team spend more time and energy inside its circle of influence: The Roles of the Supervisor 13  Model it yourself by using the language of the circle of influence when you lead team meetings and in conversations with team members. When team members vent their frustrations and complain about things they can’t control, first, hear them out and acknowledge their displeasure. (It isn’t helpful to be dismissive of people’s concerns.) Once you’ve acknowledged their feelings of dissatisfaction, gently ask a question that introduces action—and therefore con- trol—such as, “What could we do about this?”, “What else could we do instead?”, “What piece of this can we act on?”, or “Who else could help us?”. When you invite your team back into their circle of influence, you empower them, set a tone of possibility, and orient them away from victimhood and toward results. Growth mindset Stanford researcher Carol Dweck has found that when we exercise a growth mindset, we tend to achieve more than when we exercise a fixed mindset.5 We have a growth mind- set when our frame of mind is focused on the belief that our talents can be developed, such as through hard work or guidance from others. We have a fixed mindset when our frame of mind is focused on our talents and skills as if they are set, innate gifts. People move between these two mindsets depending on the topic and circum- stances. The more you encourage your team to practice a growth mindset, the more potential there will be for problem solving, growth, and success. Growth Mindset Fixed Mindset I like to try new things and will embrace I like a sure thing and stick to what I know. uncertainty. My effort and attitude determine my I’m either good at it or I’m not. abilities. Failure is an opportunity to learn and grow. Failure is the limit of my abilities. Challenges help me grow. I don’t like to be challenged. Feedback is necessary and helpful. Feedback is personally hurtful. I am inspired by the success of others. When frustrated or losing, I give up. 14 Effective Supervisory Practices  The most encouraging way to foster a growth mindset among your team members is by adding the word “yet” when acknowledging a shortfall. For example, if some- one says, “We don’t know how to do that,” you can add “Yet!” and help them get the additional coaching, practice, or information they might need to become able to do it. PE S E P S E PERMANENT CHARACTER TRAIT In his book Good to Great, Jim Collins talks about maximizing performance by matching people, skills, and organizational needs. Collins suggests that managers can strengthen their organizations by getting The right people on the bus The wrong people off the bus The right people into the right seats on the bus.1 By taking the time to thoughtfully hire, and by earning a reputation as an appealing organization and leader, you are more likely to get the right people on your bus. The bigger challenge is having the difficult conversations about performance and/ or behavioral issues. Getting the wrong people off your bus should be the last course of action, only after constructive feedback and coaching have not led to improved performance. Too often, we are tempted by a fixed mindset to write people off as low performers, instead of recognizing that anyone can be temporarily low performing under difficult circumstances. Don’t give up on someone without trying to help them turn it around first. Perhaps the most important place to focus in this analogy is getting the right people in the right seats on your bus. When a member of your team is struggling, they may be in a role that is not the best fit for their talents. Sometimes, moving someone into a new position, or simply reassigning different work to them in their current role, can give them an opportunity to shine anew by putting their strengths to work. Remembering that “low-performing” is a temporary state will help you maintain a growth mindset about your team members. 1 Jim Collins, Good to Great: Why Some Companies Make the Leap…and Others Don’t (New York: HarperCollins Publishers, Inc., 2001). The Roles of the Supervisor 15  THE KEYS TO LEADERSHIP Many decades of research have confirmed what successful leadership looks like and how to accomplish it. Adopt the following best practices as the core of your leadership strategy: Values – Get clear about your own professional values and those of the organization—like ethics, respect, equity, and customer service— and communicate their importance to the team. Credibility – Walk your talk. Your behavior should always reflect the values you broadcast. Vision – Clarify and communicate the mission, vision, and goals for the team. Help employees imagine what success will look like and show them how they each contribute to the big picture. Team Building – Foster teamwork built on respect, collaboration, hon- esty, trust, follow-through, and commitment to excellence. Empowerment – Welcome innovation and employee input, try new ideas, invite employees into decision making, and foster a learning culture committed to continuous improvement. Appreciation – Frequently recognize individuals, and the team as a whole, for a job well done. Congratulate people for good performance, thank people for their contributions, and celebrate both large and small accomplishments together.6 If the above list leaves you wondering “Yes, but how?” or “I think I do that, but am I doing it as well as I could?” then you are not alone. With a growth mindset, the best leaders recognize they can always become even better at these skills. Return to this list regularly and focus on new areas to explore. Welcome to the rest of this book, and to the rest of your leadership journey. 16 Effective Supervisory Practices (Of course, you don’t have the resources to say yes to everything, so you may want to focus your encouragement on efforts that support your team’s goals and priorities.) Another powerful way to cultivate a growth mindset is to routinely welcome small errors and complaints as opportunities for improvement. Approach them with curiosity as you explore what went wrong and how the team might do it differently next time. Be sure to avoid blame, shame, or putting individuals on the defensive. Rather, the idea here is to make it safe to step into the vulnerability of talking about mistakes, inviting critique, and discovering improvement. An effective way for a leader to introduce people into this way of being is by going first yourself: examine one of your own minor errors and invite the team to help you diagnose what went wrong and how to avoid repeating it. When you demonstrate trust in them by being reasonably vulnerable in front of them, you build trust with your team. Being comfortable with mistakes does not mean you condone sloppy work; high- performing supervisors keep their standards high. Being comfortable with mistakes does mean you tolerate reasonable levels of risk and accept that some amount of error is inevitable. Avoid breeding fear in your team by reacting to mistakes with blame and anxiety; instead, model a growth mindset, stay curious, and set a tone for learning, continuous improvement, and growth. SUMMARY As a supervisor, you are responsible for getting the work done through the members of your team. You are dependent on their performance to succeed in your own job and to accomplish important work your team performs for the community you serve. These circumstances require you to focus on team building and communication as much as schedules, budgets, and evaluations. This book presents a range of topics to support you with the pragmatic management responsibilities of supervision as well as the accompanying leadership responsibilities. As a leader, you will impact other people’s careers and quality of life. You can set a tone for trustworthiness by being approachable and connected. You can set a tone of possibility by focusing your team on its circle of influence and promoting a growth mindset. Study “The Keys to Leadership” and return to this list often as you make your way through the rest of the book. Good luck on your journey. The Roles of the Supervisor 17  CHECKLIST Focus on leading and managing, and develop your skills in each. Delegate task and technical work to your team members. Take responsibility for your impact on others as a supervisor. Set a tone on your team of trustworthiness and possibility. Remember that “low-performing” is a temporary state, not a permanent character trait. Focus on the “Keys to Leadership” and revisit them often as you make your way through this book. RECOMMENDED RESOURCES Covey, Stephen R. The 7 Habits of Highly Effective People. New York: Simon & Schuster, 1989, 2004, 2020. Daly, Peter H. and Michael Watkins. The First 90 Days in Government: Critical Success Strategies for New Public Managers at All Levels. Boston: Harvard Business School Pub- lishing, 2006. Dweck, Carol S. Mindset: The New Psychology of Success. New York: Random House, 2006, 2016. Elliott-Moskwa, Elaine and Carol S. Dweck. The Growth Mindset Workbook: CBT Skills to Help You Build Resilience, Increase Confidence, and Thrive through Life’s Challenges. Oakland: New Harbinger Publications, 2022. FranklinCovey (free guides): franklincovey.com Genett, Donna M. If You Want It Done Right, You Don’t Have to Do It Yourself!: The Power of Effective Delegation. Fresno, CA: Quill Driver Books, Linden Publishing, 2004. Goldsmith, Marshall, and Mark Reiter. What Got You Here Won’t Get You There: How Successful People Become Even More Successful. New York: Hyperion, 2007. 18 Effective Supervisory Practices Harvard Business Review Store: store.hbr.org Kouzes, James M. and Barry Z. Posner. The Leadership Challenge: How to Make Extraor- dinary Things Happen in Organizations, 3rd ed. rev., Hoboken, NJ: John Wiley & Sons, 2017. Kouzes, James M. and Barry Z. Posner. The Leadership Challenge Workbook, 3rd ed. rev., San Francisco: The Leadership Challenge, Wiley, 2017. Leadership Challenge Resources: leadershipchallenge.com Whetten, David A., and Kim S. Cameron. Developing Management Skills, 10th ed. Upper Saddle River, NJ: Prentice Hall, 2019. ENDNOTES 1 John Pickering, Gerald Brokaw, Philip Harnden, and Anton Gardner, Building High-Performance Local Governments: Case Studies in Leadership at All Levels (Austin, TX: River Grove Books, 2014). 2 John Kotter, Leading Change (Boston: Harvard Business School Press, 1996), 71. 3 Dick Grote, The Performance Appraisal Question and Answer Book (New York: American Management Association, 2002). 4 Adapted with permission from The Development Partnership, “Stephen Covey’s circle of concern and circle of influence,” n.d., accessed 28 April 2022, https://dplearningzone.the-dp.co.uk/wp-content/ uploads/sites/2/2015/06/Covey.pdf 5 See Carol S. Dweck, Mindset: The New Psychology of Success (New York: Ballantine Books, 2006). 6 Adapted from James M. Kouzes and Barry Z. Posner, The Leadership Challenge (San Francisco: Wiley, 2012). The Roles of the Supervisor 19