What if you are a young person in charge of people the same age as you, and they refused to cooperate?
I was approached this week by a university graduate student responsible for supervising undergraduate student trainers. He expressed his frustration about the negative responses he gets from some of them when he assigns tasks.
He said, “They just think that I’m trying to get them to do stuff that I don’t want to do myself. I’m only a couple of years older than them. I’m wondering if this attitude is because of a lack of gap between our ages.” I suggested to him that while age could be a contributing factor, there are other issues involved.
First, I asked him to consider how his position and authority were introduced to these students. Too often, we put someone in charge without thinking through the challenges they will face. This sink-or-swim approach may have worked in the past in a more dutiful culture. But today’s employees – especially the millennial generation – are more savvy and outspoken. It’s essential that these students be informed that this person is in charge and they need to report to him. If this wasn’t done at the beginning of the year, it should have been.
Second, I suggested he take another look at the job description of those he supervises. Is it clear? Has he taken time to go over it with them? Does he use it as a benchmark when he assigns tasks? Is he consistent in his assignments?
He needs to remember that student workers are rarely the most consistent performers. With all the stuff on their plates, this five- or ten-hour-a-week job is not a high priority. For these reasons, they’re more likely to work the system. He might be tempted to be more flexible because of this, but he also needs to be vigilant when he supervises them.
Thirdly, I reminded him that much of this work he assigns is rather repetitive for a generation that has grown up in an over-stimulated environment – including himself. Staffing the weight room, filling the volleyballs with air, organizing the equipment closet may not be their idea of work. But work is what you get paid to do, and some of these students just have to get over themselves and right now, he’s the one who’s responsible for helping them to do that.
Fourth, I suggested he reflect on his personal approach. He may be in charge but supervision is about building relationships, trust and supportive mission. My way or the highway doesn’t work. If he’s setting the example in supervising them, he’ll enjoy more success than simply making demands. Good leaders periodically jump in and start paddling to demonstrate that they have the same passion. People follow passionate leaders. The students know that he is also a student being supervised by a real supervisor, so from the get-go his authority is undercut by this relationship. Anyone in this position has to work a little extra hard to establish his credibility.
Finally, I told him that supervision is something that you grow into. No one does it perfectly. Some of this can be tough and disheartening as you learn what not to do and what happens when sometimes people let you down, but it can also be exhilarating when your team is running like a well-oiled machine.
Can this graduate student appeal to his supervisor for support? Sure, but he should consider what kind of support he wants and then be completely honest and truthful about accepting feedback and input. After all, if you don’t want to take criticism and build on it, then what’s the point?
All of this needs to be discreet. If the students suspect that he’s turning to a supervisor for power, then they will write him off as impotent. As much as I’ve been describing this in a higher education environment, this challenge is going on in retail, fast food, and in all kinds of other situations. What can you do to make sure you mentor the emerging supervisors within your culture? How can you put these principles to use with those whom you supervise?