Support and Supervision Skills 2 Welcome Stephenie Linham
Support and Supervision Skills 2 Welcome Stephenie Linham Introductions In pairs -someone you dont work with Name and position Why you are here and your expectations Something we couldnt tell by looking at you
Partner introduces you to the group Introductions Housekeeping Ground rules? Participate and share experiences Time Keeping, Confidentiality, Anything else
Copy power point e - mailed at end of course Programme Workbook. Page 2 course content. This course assumes a basic knowledge We will try to make you much more aware of the importance and impact of your attitude and style That it is worth investing the time and effort
Components necessary for good support and supervision Various skills you will need Self assessment It is people that get results and are worth investing in Understanding yourself is the first step to changing and improving It could be you that is holding your people back Your management and communication style,
attitudes and behaviours have a huge impact on others. If you get it right people are challenged at the appropriate level and supported to achieve and feel good Good performance People who feel good about themselves produce good results People who produce good results feel good about themselves Its your job to give them the clarity, management style, feedback, motivation, effective delegation
and support and supervision they need to produce good results for you and to make them feel good so they keep doing it. Managers as role models You are watched - you are the role model so model the behaviours you want. Set the example. Adhere to the good practice you preach Turn up on time and keep appointmentsespecially supervision
Have a good work/life balance. Remember duty of care working time directive work leisure balance Managers as role models Really actively listen to people Talk positively and demonstrate enthusiasm it is infectious Stay calm and positive Control body language you are
always on parade! Own up to your mistakes Praise and acknowledge others contributions and achievements Just why do they pay you? You cant support and supervise staff until you are clear what is you are meant to be doing You are paid to get results for the organisation
individually and through your staff5-7 key areas usually Planning Organising Staffing Delegating Supervising Measuring Reporting Where are you weak? What are your strengths? The problems Your weakest areas will hold back performance in other areas Do you procrastinate because you are actually not very good at it?
Do you avoid areas where you havent performed well in the past? Lesson If you are bad at something face up to it and do something about it. Continuous learning is the minimum requirement for success in any field Management
Principally administrators Keeping control Directs the work Quality and quantity Business plans Budget setting Communicates, delegates and motivates Tangible measurable things Supervisors should be spending 40% of their time on human skills. Getting the best out of people takes time and effort but pays off BUT - if you manage people you are a leader too! Management x and y theories
Workbook page 3 - Are you an x or y manager? Workbook page 4 Complete individually Feedback session Gives clues to your overall default management style Management style
No style is wrong there is a time for them all but does it match the needs of the people you manage? Where they currently are and what they are doing ? Autocratic/ Bureaucratic? Tell people what to do and stick to strict procedures Management style
Autocratic/Participative? Do consult and they can give their ideas but you make the final decision Democratic/Participative? Join with the team to discuss and make joint decisions Freedom with Control? Delegate but still take an overview Coach? Support people to become effective. Coach people into the job or new tasks Situational Management Effective managers adjust their
style to provide what the individual or group cant provide for itself you are the missing ingredient If you dont change your style of management appropriately staff will under perform and can even become resentful and de-motivated Situational Management No style is always best
Style should change with the people, task and situation 4 levels of staff capability and confidence Are they ready - or not? Are they willing or not? Understand the links between above and actively choose the best style for the situation Readiness scale- ability and willingness Low -Tell/sell Employee has no idea Coach Employee knows basics but performance below par
Consult Employee knows how to do job but still needs some supervision High -Delegate Employee fully competent, willing and confident Situational management Exercise Workbook page 5 Motivation
How much can you be responsible for some elses motivation? Managers are often VERY good at demotivating staff It is infectious Motivation comes from them find out what it is that motivates them Have to meet fundamental needs and have confirmation of our belief in ourselves or we blame someone else. In work it is likely to be you and therefore you have problems with conflict and de motivation. Motivation
Group Exercise 10 minutes What motivates you or your staff? Does motivation change at different times in our lives? Motivation
People are motivated by many different factors and motivation changes throughout our life depending on our circumstances. Experiment and find out what motivates your staff Passion for the cause, paid fairly, benefits, challenges, ticking boxes, praise, team, flexible working, voice, listened to, have choices etc etc Reminder People who produce good results feel good about themselves People who feel good about themselves produce good results Motivation
Common needs Feel we belong Efforts appreciated Liked In control of our lives Have choices Are a decent person Good at something Voice heard Recognised for being good Understood Trigger the good feelings Maslows theory
Appreciate needs In order Survival basics food and shelter Safety physical, emotional not living in fear of making a mistake, sexual or verbal harassment etc. Love and belonging liked and accepted Esteem feel competent, self respect and respected by others Reach potential Motivation
Self assessment - Workbook page 6 Motivation Where are most of your scores? Low? 1-3 Medium? 4-7 High? 8-10 Motivation and learning
Encourage believe in them, guide them and be available, be patient, be enthusiastic and energetic have a positive approach - discourage negativity Learning becomes motivational when people can use what they have learnt The effort they have made is acknowledged Understand failure is one of the ways we learn Understand failure is an attitude not an outcome Understand learning is inhibited when everything is outcome orientated Active Listening
Listening- the heart of good communication It is about -Listening to try and understand, for ways to solve a problem, for actions, possibilities, ways to resolve conflict and to build relationships It is NOT about Proving you are right or wrong, an opportunity to punish, prove you know best, make your point, let of steam or get your story across. What you say is only 7% of communication what we see is 93%
Body Language Shaking the head and shoulder shrug Open palms you have no weapon/non threatening/truthful Palm down showing authority Hitler salute Palm down with closed fist pointing aggressive Body language Finger pointing up on cheek with fingers across mouth with thumb supporting chin? Raised steeple fingers? Hand covering mouth? Frequently touching your nose? Want to intimidate? Power gaze at the third eye
Active listening The 6 Es Ears to hear the words watch the tone Eyes to observe the body language Experience it will colour what we hear Emotions how we were feeling Expectation will be formed by our emotions and experience
Egos watch out or you will stop listening Active listening Actively encourage to speak and tell their story ask open questions Do not jump to conclusions and give solutions let them find and own the solutions Use silence attentive and a useful tool someone has to fill the space Reflect/Paraphrase/Summarise
Active listening exercise Practice the active listening skills It is about listening to understand not giving solutions. The person talking may find their own solutions if given the space to do so. Scenario workbook page 7 Deal with Conflict
It is the managers job to deal with and try to resolve conflict. Major cause of de motivation and stress. Accept that conflict is normal it is how we deal with it that is important - too much causes stress. Implications both physically and emotionally Deal with it while it is still small and before it grows and festers. Denial solves nothing but deal with your own emotions first Never personal -Separate the problem from the
person Try to achieve a win win solution Conflict and the workplace Discussion re causes of conflict Conflict strategies Learnt as a child If it worked then it will work now default behaviour
Strategies were learnt then and so you can learn new ones now Assertiveness is making a conscious decision about choosing how you will respond to a conflict situation rather than just reacting instinctively. Behaviour Ego states Unique to individual depending on their experiences, mentality, intelligence and family Reality we are all tainted by our actual life
experience e.g. our fall back conflict strategy Reality by recognising this we can learn to choose our behaviours consciously decide not to let this happen Behaviour Ego states People create pressure or feel pressured to communicate in a complimentary way to the communication they are receiving If you play one part expect the other
person to act out the other role! E.g. If you, as the boss, act like a controlling parent you can expect the employee to act like a child Conflict It happens- Could you be the cause? Clarify expectations Are performance expectations defined and understood? Do you have ground rules for
behaviour? Have you talked about de personalising conflict? Conflict things to consider Facts - establish what happened listen to their story, What were the consequences -how did they feel?
Try to get them to think logically Think through, how will each react? -then plan and rehearse, What are your objectives? - What is the ideal outcome? What is the least you will accept? Acknowledge their feelings they cant be challenged I am sorry you feel that way What does a satisfactory outcome look like for all the parties involved including you? Agree an action plan for all concerned. 5 approaches to resolving conflict
Turtle Denial or withdrawal Teddy Bear Suppression or smoothing over Shark - Domination Fox - Compromise Owl Collaboration When are they appropriate? Delegation Exercise
What How Who Why When Quality Current work load Skills Resources Monitoring Your involvement In small groups - what do you need to consider for all the above points? Delegation things to consider
Is it in someones job description Who likes doing this and is good at is When does it need to be done How well does it have to be done Is this a development opportunity Is it worth investing my time or not Delegation
Beware of using the willing donkey leads to all round resentment and potential stress Think of the sausage machine what you put in dictates what you get out at the other end Do you have the time to support them properly? If it is a new task for someone who is normally ready and willing they will need to be managed in a different way. What is their existing work load? Do they need training and support or are you setting them up for failure? Communication
4 main styles Recognise your style, the impact of your style and the style of others Are you green, blue, yellow or red? Workbook page 8 Do you recognise the colours in your team/ manager? Very important to communicate appropriately to make sure they really listen and you are heard Green Positives o
o o o o Feelings led Warm, caring, supportive, nurturing Interested in individuals Relationships are important Good listener Cares about relationships Blue Positives
Fact Authoritative Practical Pays attention to detail Gets the facts right Makes clear logical decisions Takes time to think Yellow Positives
Led by feelings and ideas People orientated Fun to work with Enthusiastic Creative Challenge status quo Looks for new possibilities Red Positives
Results led Direct and confident Loves change and challenge Quick decisions Will take risks Dynamic, focused and inspiring Exercise
Working in groups Looking at the handout what could be the negative perceptions/characteristics of each colour? Green negative perceptions Over nurturing Misplaced loyalties Puts individuals before the task
Doesnt let people grow or make mistakes Hangs on to poor performers Too soft Blue negative perceptions More concerned with ideas and principles than people Too much order
Over attention to facts and detail Never gets anything done Always plays by the rules Closed mind May be self critical Yellow negative perceptions Addicted to change Starts but doesnt finish Too many initiatives at once Doesnt get results
Doesnt see things through Red negative perceptions Action only wants results Not concerned about individuals Doesnt listen well Doesnt think things through Can be hasty Takes risks
Not interested in detail Communication exercise Purpose? -Understand the various styles of communication and use it to your advantage know how to communicate with the different styles more effectively How should you approach each of the colours? Can you just knock on the door and walk in?
Should you plan and prepare anything? What is the first 15 secs of conversation? Exercise in groups Green Motivated by appreciation. They are looking for trust and security
Feelings led Take interest in them as people Establish rapport Speak calmly Focus on people outcomes Talk about gut feelings Explain why Blue
Prepare they look for data Motivated by procedures Acknowledge skills but do not condescend Present facts and information Present ideas logically Speak calmly Avoid over emotion Focus on benefits Yellow
Ideas Use humour Talk about feeling Be passionate Focus on the positive Explain the why Dont take topic too seriously Red
Action led looking for results Be direct and to the point Motivated by change and challenge focus on the new and exciting Mix facts and feelings Keep the hows and whys brief but be prepared to give further details if they bite Acknowledge desire for speedy results Support and Supervision within the management structure Vision
Needs to inspire, motivate and be memorable Breaks down operational silos every member of staff knows how their work contributes. Without it you cant plan, set targets or know how to prioritise Management is how you go about achieving the Vision objectives and then plans and individual targets. You might not know how you will get there yet - but at least you know in which direction you are going
Support and Supervision within the management structure Vision Business plan Team plans Individual work plans Annual appraisal
Supervision Support, training and development Group discussion reflections, challenges? PLANNING Proper prior planning prevents poor performance Planning isnt a luxury 10% of time spent planning can save 90% of the time needed
to get the job done Recognise priorities, set objectives and then work out how they will be achieved explicit, clear and formal. Maximises resources available Automatic instinctive planning is not enough Dont confuse activity with accomplishment PLANNING Plans team and individual+ projects.
Gant charts. List what needs to be done. Set crucial dates, milestones. Match what needs to be done with who can do it. Useful for monitoring. Use them yourselves and expect them from staff Planning Staff know their objectives and priorities so have a basis to start planning.
20% activity leads to 80% results. The trick is knowing which 20%. What is important, urgent - and manage time stealers. Get organised or risk task taking 500% longer Get everyone to develop good habits. Set at least 10 minutes aside to be alone, think and plan at the end of the day so you know what your priorities are tomorrow Performance management Aims to improve performance thus achieve the business objectives
Employees need to know what exactly they should be focusing on and what their priorities are in order to be able to achieve them and feel good Performance management Help them Negotiate 5 clear priorities . Clarity ALWAYS -SMART targets Specific, Measurable, Achievable, Realistic and Timed.
Performance management Agree objectives -give clear direction and good detailed guidance . Set clear deadlines with monitoring procedures. Make standards clear, recognise and overcome difficulties Make sure appropriate resources are available Opportunities to learn, change and develop
Feedback Feedback Real, precise, clear, relevant and regular Help them reach their potential catch them doing something right. Make them feel valued. Praise and encourage them to do more of the same Builds self confidence Respond immediately
I statements Acknowledge feelings Effective challenging feedback Keeps them listening You are solving a problem not apportioning blame Keeps relationship intact not personal never in anger -it is about the behaviour not the individual
Be clear what it is you expect be specific and give real examples Offer support, alternatives Negative Feedback A Sandwich? Start with what is going well end on a positive note? Is this confusing? Room for misconceptions or waiting for the other shoe to drop! Positive feedback is not heard. Alternatively make the message clear, direct and unemotionalmake an observation, state
why this is a problem, state what needs to happen to change it. Feedback Exercise Are you comfortable with both giving and receiving feedback? Do your staff resist? Giving feedback to you or receiving feedback? Exercise in pairs Workbook page 9 giving challenging feedback Annual Appraisals
Are they meaningful and a useful management tool? Are they a waste of time? Do you do them just because it is expected? Are there barriers and challenges? Have you seen anything positive come from them? General discussion with group Annual Appraisal
Framework to build on to manage people with ongoing supervision and support. Supervisor and Supervisee have equal input Standard form sent out prior to session for Supervisee to consider and complete and return to Supervisor before session so they are prepared - consider and plan session Look at job description still accurate and relevant? Get them to own it e.g. Write up a record of meetings Use active listening skills
Annual Appraisal Compare current work and behaviour with objectives-what has gone well and what has not? What has helped? Training or knowledge gained? Training or development needed What has their contribution been to team or organisational objectives? Back to the vision. Have they gained or got unused skills? Relationships? With you? The Team? Rest of
the organisation? Training and development Group discussion If training and development are identified How would you prioritise? What means can we use especially when there are budget restrictions? Supervision
Regular, planned, formal and contracted Focus on tasks, workloads, roles, responsibilities, accountability and development Relates to Appraisal, Grievance and Disciplinary Takes into account past experience and skills Monitoring via Supervision
Vital cog in the wheel to check and monitor the agreed Action Plan is being followed through Use a standard form so records are kept signed? Example workbook pages 10-13 Meet regularly and keep the appointment Privacy and confidentiality Monitoring via Supervision
Agree the agenda and be prepared Revisit previous months meeting and check progress Empathise with pressures, anxieties, look for success, give praise. Prepare and be a friendly terrier never let things go Support and Supervision
Separate but tend to overlap could conflict Supervision normally informal day to day, week to week, month to month issues and problems Safe setting for staff to express themselves Explore possibilities for development Explore possible appropriate alternative support Maintain confidentiality but use discretion and judgement Boundaries between work and personal issues
Our personal lives will affect our working lives good supervision will take this into account Only if the personal problem affects work does it become an issue for you perhaps alternative ways of working, sick leave, compassionate leave? You are not there to provide therapy or counselling as their supervisor Support them to find outside support Performance
Everyone is a potential winner although some are disguised as losers dont let appearances fool you Good performance management can turn things around The important thing is what happens when you are NOT there not when you are Poor Performance
Poor performance can occur anywhere and at any time. Its causes are many. Inherited or may creep up slowly. Time/stress management. Lack clarity. De motivation. Change When results do not meet the required standard, give immediate and constructive feedback and possibly coaching. Face things early on before it gets out of control Establish the reasons for the performance Personal? Individual? Organisational? Poor performance
Separate facts from feelings Be in control of your own feelings. Dont let your personal prejudices cloud your judgment Sort out the facts. What is the person supposed to be doing? What are they actually doing? What are they doing well? What are the weaknesses? What have they not achieved? Always listen to the person Make sure you..
Plan outcome you want, their reaction, alternatives, fall back position What can you do to improve it? Clarity? Give good guidance objectives, detail, standards, resources Support Meet regularly, empathise with pressures anxieties, look for success, give praise, when giving feedback focus on the behaviour, not the person Build the team Dont focus on the poor performer to the exclusion of the team, provide clear leadership to create a sense of team work & positive attitude
Face up to the reality At the end of the process you may have to accept that your hope of a committed, motivated member of staff who is capable of doing the job well & to high standards is simply not realistic. You may have to settle for a member of staff who is capable of doing the job, or aspects of the job, adequately, someone who contributes in a limited, but still useful manner, to the team. If you believe that the removal of the person is inevitable
then at an early stage look to your policies & procedures Lack of capability or unwillingness to do the job will probably mean eventual disciplinary action. Take expert advice. When is a risk not really a risk? .. When the risk to the business is higher if the employee stays than if they go!!! Helpful skills for supervision And these are .?
A reminder and reflections before we do supervision exercises Workbook pages 14-15 contains a list Support, Supervision and Performance Case studies. Workbook page 16 Choose a scenario Discuss in small groups. Think and plan What could be happening here? What could the
reasons be? What are you going to do? Agree the details of the scenario and then practise supervising the employee. 1 person supervisor. 1 person supervisee + observers Complete workbook questionnaires pages 17-18 Feedback session Challenges? What went well? What didnt go so well? What have you leant?
Action Plan Top 2 priorities What skills do I want to develop more effectively? What action will I now take? What changes will I make? What will I try?
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