Why supervisor training is so important

In today’s workplace, a supervisor’s role extends far beyond simple task management. 

At its core, supervision involves a critical span of control, from overseeing a single individual to managing a large team. 

This responsibility requires supervisors to guide, support and empower their teams. 

With the right approach, supervisory training can be a powerful tool for driving success in today’s complex and competitive workplace. 

Why supervisors need training

It's not a question of whether supervisors need training, but why it's so essential, according to The University of Western Australia Organisational Behaviour and Human Resource Management Senior Lecturer Joseph Carpini. 

He said supervisor training can have a profound impact on various outcomes and stakeholders, starting with the supervisors themselves.

“There’s a war on talent, and providing training opportunities is one way to attract and retain top talent,” Dr Carpini said.

“We do supervisors a disservice if we don’t train them to leverage their abilities effectively to help achieve the organisation’s goals."

“Moreover, investing in their development helps retain talent in the long term.

“This principle of reciprocity – doing something nice for someone who will, in turn, do something nice for you – applies here. 

“Supervisors who feel supported and see opportunities for personal and professional growth are more likely to stay and contribute positively.” 

Dr Carpini also emphasised the broader impact of supervisor training. 

“We’re moving away from a command-and-control model, with modern supervisors now playing a critical role in enabling their direct reports to shine,” he said.

“When you train your supervisors to understand the organisation’s goals, how they contribute to them and the critical factors needed to succeed, it helps align behaviours across the entire span of control.”

What should be included in a supervisor training program?

Warning against a one-size-fits-all approach, Dr Carpini said developing an effective supervisor training program must begin with a comprehensive training needs analysis. 

“I would caution against applying a universal list – that every supervisor needs to be trained on all of these key things,” he said. 

“If we’re engaged in high-quality strategic human resource management practice, the process starts with a systematic analysis of the needs of the organisation and the supervisor.

“This analysis should cover the technical and non-technical aspects of the supervisor’s role, ensuring the training aligns with the organisation’s goals and supports the individual’s development needs.”

In addition to technical skills, which are crucial for day-to-day operations, Dr Carpini highlighted the importance of non-technical skills such as leadership, mental health and wellbeing management, as well as creating a supportive work environment. 

“Training should address the growing importance supervisors have in managing the mental health and wellbeing of their team,” he said.

“Programs like mental health first aid can equip them with the tools they need to respond effectively to mental health concerns and crises.”

For supervisors promoted from non-supervisory roles, bridging the gap between their technical expertise and leadership skills is essential.

“One of the biggest challenges new supervisors face is transitioning from being an individual contributor to a leader, enabling others to do the best they can,” he said.

“The worst thing we can do is place them in supervisory roles without proper training, setting them up for potential failure.

“Targeted training can help prevent dissatisfaction, burnout and premature departures.”

How to reap the benefits of supervisor training

When done strategically, Dr Carpini said supervisor training can lead to improved work performance and higher morale for the supervisors and their team. 

However, it is essential to ensure the knowledge gained in training can be effectively applied in the workplace. 

“Often what we learn in training isn’t transferred because there are systematic barriers in the workplace,” Dr Carpini said.

“The timing and content of the training are also critical – whether it’s during the transition to a supervisory role or as part of ongoing professional development.” 

The need for continuous learning

Dr Carpini stressed training should be a continuous journey, not a one-time event.

“Leadership, creating psychologically safe work environments and conflict management are skills that need regular refreshing,” he said.

“Just because you’ve completed a three-day course on being an effective leader doesn’t mean your journey stops there.

“Continuous learning will help ensure supervisors remain effective in their roles and can adapt to new challenges as they arise.”

Evaluating the quality of supervisor training

When selecting a training provider, Dr Carpini suggested considering whether a generic or personalised product was more appropriate. 

“Generic products such as Mental Health First Aid are evidence-based and designed to be broadly applicable and effective across different work contexts,” he said.

“However, if your organisation has specific training needs, they might consider working with external specialists to develop a custom product or leveraging in-house expertise. 

“In-house trainers have the advantage of understanding the organisation’s culture, terminology and key performance indicators, which can make the training more relevant and targeted. 

“On the other hand, external experts, such as universities or specialised training organisations like AIM WA, have a wealth of experience in developing and supporting training programs, along with access to more resources.

“Sometimes the best solution lies somewhere in the middle, where a generic product is customised to align with the organisation’s strategic training objectives.”

Dr Carpini said evaluating the effectiveness of the training was just as important as selecting the provider. 

The Kirkpatrick Model – a widely used framework – comprehensively assessed training at four levels: reaction, learning, behaviour and results, with some organisations including return on investment (ROI) as a fifth level.

Level one – reaction – essentially gauged whether participants enjoyed the training.

Level two – learning – measured whether they acquired new skills or knowledge, while behaviour at level three, examined whether they applied what they learnt in their roles. 

Level four – results – looked at tangible outcomes, like improved performance or increased employee engagement, while ROI analysis evaluated the financial impact of the training such as reduced turnover or fewer sick days.

Dr Carpini recommended asking service providers about their evaluation strategies.

“If they only focus on reactions, I’d probably be raising an eyebrow,” he said.

“However, if they’re a high-quality service provider, they’ll have ideas on how to capture more of those evaluation levels within the model, ensuring that the training delivers real, measurable value for employees and the organisation.”