Support and Supervision 1 with Chrissie Wright

Support and Supervision 1with Chrissie Wright

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• Name and Organisation

• Your context - No. people manage (remote / face-to-face), how long in management role

• Challenges and aims for today

Getting to Know You . . .

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Today we will look at . . . • Fundamentals of staff supervision

• Supervision / 1:1s – purpose, what to cover, when to have them, where, how to record, questions to ask, changes to be made

• Boundaries and expectations

• Giving feedback

• Listening

• Poor performance in staff

RespectListen

Share and Get InvolvedSafe Environment

Possibilities not limitsConfidentialityTimekeepingMobiles Off

Session Foundations

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Management: The planning

and organising of time,

resources and people to

achieve optimum results

effectively and efficiently.

Leadership: To motivate,

provide direction and

guidance to an individual or

group of individuals to

achieve optimum results Source: John Adair

Management Leadership

Management and Leadership

© 2017 Mike Phillips Trainer, Facilitator, Consultant and Coach

Support Supervision

Support and Supervision

Relationship

‘Separate’ but overlapping management functions:

• Supervision – deals with the work itself

• Support – deals with the worker

Support and Supervision

• What is the purpose of 1:1s? • What should you cover?

• When/how often do you have them?• Where do you have them/what type of environment?• How are they recorded?

• Are they as useful as they could be? What would you change?

1:1s and Supervisions

• Review progress - monitor and evaluate work and performance • Set new objectives• Support to improve performance• Clarify priorities• Share information and ideas about work• Discuss how feel about work • Recognise and deal with problems• Discuss if any outside factors affecting work• 2-way feedback • Framework for discussing and agreeing change• Relationships• Training and Development• Wellbeing, TOIL, Annual Leave

1:1s – what are they for?

• What is the purpose of 1:1s? • What should you cover?

• When/how often do you have them?• Where do you have them/what type of environment?• How are they recorded?

• Are they as useful as they could be? What would you change?

1:1s and Supervisions

1. Do not turn your 1:1 into a disciplinary

2. Protect them with your life!If you HAVE to cancela) re-arrange immediatelyb) explain the reason for cancelling

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An effective leader should be

able to clearly and simply share

the vision they have for their

project, team, service or

organisation

‘A vision gives meaning and

purpose to your actions.

It is the picture on the jigsaw

box of life’

Vision


Breaks down operational

silos – every member of

staff knows how their work

contributes.

Management is how you go

about achieving the Vision

– objectives and then plans

and individual targets.

Needs to inspire, motivate

and be memorable

Without it you can’t plan, set

targets or know how to

prioritise

You might not know how you

will get there yet - but at least

you know in which direction

you are going

Vision


Vision and Mission

Departmental goals & objectives

Your

performance

objectives

Colleagues performance objectives

Individual Key Result Areas

YOU

Vision to Action


Values to Action


When setting performance

objectives and goals make the

CASE:

Context

Action

Standards

Evaluate

Agreeing Job Objectives/KPIs


Effective KPIs and Performance Goals

Beginning Middle EndUse an Active Verb State what is to be achieved End with a measure (e.g.

Quantity, quality or time)

Increase Number of visits to clients By 10% over previous year

Produce Newsletter for clients 4 issues within the year

Broaden Newsletter readership database By adding 20 new clients during first quarter

Recruit Client volunteers to help with newsletter

4 volunteers by end of Q2

Identify IT training courses List by end of Q2


Setting SMARTER Performance Goals


Make Performance Goals

SMARTER:

Specific

Measurable

Achievable

Relevant/Realistic

Time-bound

Exciting

Recorded

Embed Mission and Values in Action

Appraisals/Key Performance

Indicators/Goals

Organisation and Team Briefing

Sessions

Observing for Feedback on Performance

Support and Supervision and 1:2:1’s

Observing for Feedback on Performance

Support and Supervision and 1:2:1’s


Recruitment; Selection and

Induction

Agreeing Vision, Mission

and Values

Agreeing Team/Individual

Behaviours to underpin

values and create

motivation

Pairs Discussion

Creating a Supervision Agreement

With a partner discuss:

What are the questions

you could ask in order to

discover expectations

and form a supervision

agreement?


Expectations and Boundaries

Preferences for

Feedback

Guidelines/‘Rules’

Confidentiality (and

exclusions)

Regularity

Avoiding distractions

Sample Supervision Agreement


S •Structured

U •Usual

P •Productive

E •Exchange

R •Recorded

Make your Supervision Sessions SUPER!


Supervision

Skills

Active

Listening

Effective

Questioning

Feedback

Line-Management and Supervision Skills


E •Ears

E •Ego

E •Emotion

E •Environment

E •Evaluation

E •Expectation

E •Experience

E •Eyes

Eight E’s of Listening


Sticky Issues

Barriers to Effective Listening

On a sticky note:

Write one barrier that

you think gets in the way

of active listening

Create as many sticky notes

as possible in the next 3

minutes


Advising

Being right

Comparing

De-railing

Dreaming

Filtering

Hijacking

Judging

Mind reading

Placating

Rehearsing

Sparring

Barriers to listening


L Look interested

I Inquire with questions

S Stay on target

T Test understanding

E Evaluate the message

N Neutralise your feelings

L.I.S.T.E.N. Effectively


Notice when you are not

listening

Reflect, summarise – be

cautious paraphrasing

Be quiet

To improve your listening…


‘Judge a man not by the answers he gives but the

questions he asks’Voltaire

Ask the right questions…

• Ask OPEN questions to encourage discussion…‘WHAT?’ ‘WHEN?’ ‘HOW?’ ‘WHO?’ ‘WHERE?’ ‘TELL ME ABOUT’

• Ask CLOSED questions if you want to clarify

• Avoid asking MULTIPLE questions

• Ask PROBING questions

• Avoid WHY questions (sometimes)

• Ask questions in informal language – this is a conversation not an interrogation

• Ask “Anything else?” and wait – there often is

• Avoid leading questions … “I’m sure you agree that ,,,

Use reflective questions to get your staff to think through things for themselves

Links are useful to move your member of staff onto another area without disregarding current area being discussed. ‘IF YOU ARE HAPPY WITH THAT AREA, I WOULD LIKE TO MOVE ON AND DISCUSS . . .’

Comparison questions are useful if you are getting conflicting messages from your member of staff. ‘AS I UNDERSTOOD IT, LAST TIME WE MET YOU SAID . . . NOW THE SITUATION IS . . . PLEASE EXPLAIN THE DIFFERENCE SO I AM CLEAR WITH WHAT HAS HAPPENED?’

Scale Questions e.g. ‘ON A SCALE OF 1-10, WITH 1 BEING NOT CONFIDENT AND 10 BEING VERY CONFIDENT, HOW CONFIDENT DO YOU FEEL IN THIS AREA?’


Final question are useful to ensure your member of staff has covered everything they want to and if not it can be addressed in the current, or a future, meeting.‘IS THERE ANYTHING ELSE YOU WOULD LIKE TO DISCUSS THAT WE HAVEN’T COVERED TODAY?’

Be positive and constructive, do not be aggressive or negative.


Don’t ask the wrong questions…Avoid using some types of questions

Be careful when using ‘WHY?’ It can come across as negative

Closed questions e.g yes/no responses don’t allow conversations to open up. They can however be useful to confirm details

Asking multiple questions as they can cause confusion

Avoid leading questions ‘I’M SURE YOU AGREE THAT . . . ‘

Setting Boundariesand Expectations – Why Bother?

CLARITYCONFIDENCEPERMISSIONPROTECTION

PREVENT

• Workflow e.g. individuals work in relation to others

• Overlap e.g. area where 1+ person has responsibility for something

• Multiple Bosses e.g. reporting into 1+ person for different reasons

• Line of Authority e.g. who is accountable to who• Decision Making e.g. who can make what

decisions• Professional e.g. confidentiality, relationships• Flexibility e.g hours/location of work• Resources e.g. what have you got available to you

Setting Boundaries

• What is expected from individual in their role?• What is expected of how the individual will work with

– you as their line manager?– a multiple boss situation?– team?

Setting Expectations

Setting and Reviewing Boundaries and Expectations• Someone starts • Something new or changes• Regular reviews• Something goes wrong

• 1:1 basis • Some team discussions

e.g. in relation to professional boundaries an exercise looking at various scenarios/case studies and discussing appropriate actione.g. agreeing how the team will work together

Do Consider

Communicate?

10 feedback tips…

1. Be timely. Give your feedback as soon as possible. Give in an appropriate setting. Give positive feedback when it is deserved, not just when superiors are about.2. Be specific. Describe specific behaviours and actions. Give people the facts and examples. Do not use broad brush statements.3. Explain importance. People need to understand the context and impact of their actions and why receiving and acting on the feedback is important.4. Describe behaviour. Focus on what someone does, not their personality. Behaviour is easier to change than personality.5. Be future looking. Focus on what can be done and agree next steps.

6. Be constructive. Why are you giving the feedback? Don’t be destructive or give it to make yourself feel better. Make sure it is helpful to the receiver.7. Own your own feedback. Speak for yourself, not for others.8. Be aware of your body language and language. Are they congruent? Is the language you are using attacking or neutral?9. Support and Follow Up. Discuss any necessary support and review sessions10. Exchange. Ensure the person can respond and there is dialogue. Where possible encourage the person to review and reflect on their own performance

10 feedback tips…

• ASK – what went well

• ADD – what went well

• + Impact on others

• ASK – what could be improved

• ADD – what could be improved

• + Impact on others

Agree objectives

Plan actions

Agree success criteria

Plan evaluation

Feedback Burger for Supervision


Setting behavioural objectives


Statement– Prepare your statement beforehand– State issue in short, clear, authoritative way to describe performance gap.– Stick to a single area of performance.

Test– Invite response.– Test understanding and gain agreement

Explore– Discuss openly why the gap still exists.– Listen, and take into account any legitimate reasons or concerns

Proceed– Move issue onward by asking ‘what are you going to do about it? Agree way forward– Clarify consequences of taking no action i.e. disciplinary.

Giving behavioural feedback

Seek first to understand then be understood(Covey – 7 Habits of Highly Effective People)

See – describe the behaviour factually – the specifics

Explain – the impact and consequences of the behaviour

including your needs

Explore – what could be done in the future and make a

request.

Assume positive intention


PraiseAskGuideEncourage

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What are Performance Appraisals?

Think about what you

already know about

appraisals and

summarise what you

believe to be the key

purpose of completing

them?

Pairs Discussion


A Two–way process

Between a Line manager

and a member of their

team

Discuss past performance

Explore Highs and Lows

Agree future objectives

Identify learning and

development needs

Performance Appraisal is...


Appraisal: The BenefitsThe Individual The Line Manger The Organisation

1. Career planning.

2. Know where they stand.

3. Clear view of the future.

4. Development.

5. Performance improvement

6. Improves job satisfaction

1. Builds relationships.

2. Clarifies expectations.

3. A chance to set future objectives.

4. An opportunity to discuss wider issues.

5. Avoids adverse employee relations and legislative consequences.

1. Identifies potential.

2. Individual effort aligned to organisational goals.

3. Identifies development needs and skills gaps.

4. Vehicle for strategic change.


Group Discussion

Performance Appraisals

What do you need to do:

BEFORE

DURING

AFTER

performance reviews to make

them effective?


Effective Appraisal Meeting

Be Prepared

Create The Right Atmosphere

Work To a Clear Structure

Use praise

Let individuals do most of the talking

Invite self assessment

Discuss performance not personality

Encourage analysis of performance

Agree a plan of action

No surprises


1. Senior Management Commitment

Line Managers -

Appraisers are trained

& motivated to

develop staff

2. Appraisals are planned

and prepared for

• Appraisal Interviews have identified aims

• Appraisers and Appraisees come prepared

3, Follow-up Action taken promptly& the appraisal

system reviewed for improvement

3600Appraisal Success Factors


Clarity about the job to be

done

Goal Setting

Reviewing Performance

Preparing for the Appraisal

Meeting

Conducting the Appraisal Interview

Performance Appraisal:A Process


Tannenbaum & Schmidt Leadership Continuum


Tell Sell Consult Share Delegate


Style Use Con’s Pro’s

TELL DismissalPolicy briefing

ReactionsStifle creativity

Useful when only one way to do job

SELLChoice of methodologyWhen fait accompli needs buy in

Lack of commitmentIgnores potential expertise

Useful if no experience or expertise

CONSULTTo seek views/infoTo choose between options

Sometimes seen as lip serviceLots of ideas not taken up

Shows willingness to listen and open to views being heard

SHARE

To maximise on resourceTo grow or develop staffWhen no one already knows

Time consumingNeeds mutual trust in team

Builds trustCan influence creativity

DELEGATEDevelops staffBest use of time/resource

Seen as a cop outOpen to errorStaff may lack confidence

Stretches and motivatesHelps managers time mgt

Review and Discuss:

Welcome Pack Reflections

Welcome Pack Reflections


Delegation and Me

What are my Strengths?

What areas could I

develop?

Thought Shower

Poor Performance

What are the causes of/

reasons for poor

performance?


• Make sure you aren’t part of the problem! Are you doing what you should be doing?

• Be Aware: Poor Performance can creep up slowly, be carried over from previous poor management or can appear to be out of the blue. Make sure you monitor your staff.

• Prevent: Make sure you have good management structures in place to avoid poor performance from happening or getting out of control e.g.– have regular support sessions– ensure clarity around job description, objectives and any changes– give feedback– reward and recognise good performance

• Focus on The Facts: Don’t let your personal feelings get in the way. Be clear on what the problem is.

• Don’t Focus Solely on Poor Performer: Remember you may have other people in your team. They also need to continue to be supported and not get left along the way.

• Consider your options– Fit for purpose v. High standards– Consistently performing poorly and will need to take disciplinary action.

Ensure you are aware of ALL policies and procedures and take expert advice.

• Plan for the conversation: Make sure you know the facts. Explain the impact of the individual’s actions (or lack of action). Remember to then focus on the future – what needs to be done differently?


Some examples to get you started…

• How have things been going since we last met?

• What do you feel you did well last month?

• What areas could you have improved on last month? What could you do differently?

• What problems have you encountered? How did you deal with them?

• What did you enjoy most? What did you enjoy least?

• What can I do to support you?

Ask OPEN questions to encourage discussion…‘WHAT?’ ‘WHEN?’ ‘HOW?’ ‘WHO?’‘WHERE?’ ‘TELL ME ABOUT’

Ask CLOSED questions if you want to clarify

Avoid asking MULTIPLE questions

Ask PROBING questions

4 Steps to Progressive Discipline

• Verbal Counselling. The first step in a progressive discipline process is to merely have a conversation with the employee. ...

• Written Warning. The second step should be another conversation that is documented in a written format. ...

• Employee Suspension and Improvement Plan. ...

• Termination.

1 thing I have learnt …1 key thing I will do …

Any questions?

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ResourcesBooks• Just About Managing? by Sandy Adirondack• The Pleasure and the Pain by Debra Allcock Tyler• Speed Read: Delegation• Speed Read: Motivating Staff• Speed Read: Time ManagementThese are available at DSC www.dsc.org.uk/publications

In-House Training If you have 4+ colleagues who would benefit from this or other training we can deliver cost-effective, tailored training specifically for your organisation. Do feel free to give me a call to talk through your needs. Contact details are on the next slide.

http://www.dsc.org.uk/publications

Chrissie WrightTraining Consultant and Performance Coach

www.dsc.org.uk

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Documents

Support and Supervision 1 with Chrissie Wright