Support and Supervision I

Releasing potential through

learning and development

● ● ●

“Learning is a treasure

that follows

its owner everywhere.”

Chinese Proverb

● ● ●

© Directory of Social Change 2017 M Phillips/SSI

Support and Supervision I

The following information aims to help you understand the

course content.

It is not intended to provide detailed advice on specific points.

Legal references are not necessarily a full statement of the law.

Trainer:

Mike Phillips

Trainer, Facilitator, Consultant and Coach

Trainer, Facilitator, Consultant and Coach

Delivered on Behalf of: Directory of Social Change

Last Updated: 13/07/2017

This Handouts Pack can be made

available in accessible formats:

Please ask for details

Handouts

Pack



2


Handouts Pack Contents

ABOUT YOUR TRAINER/FACILITATOR ....................................................................... 3

COURSE OUTLINE ......................................................................................................... 4

PROGRAMME ................................................................................................................. 5

FUNDAMENTALS OF TEAMWORK CULTURE ............................................................ 6

MANAGEMENT AND LEADERSHIP .............................................................................. 7

SETTING BOUNDARIES AND EXPECTATIONS......................................................... 10

GUIDELINES FOR SUPPORT AND SUPERVISION .................................................... 11

SUPERVISION AGREEMENTS AND AGENDAS ........................................................ 14

AUTHORITY AND DELEGATION: AN OVERVIEW ..................................................... 15

NINE STEPS TO EFFECTIVE DELEGATION .............................................................. 17

TOP TIPS FOR DELEGATION ...................................................................................... 18

DECISION-MAKING CHECKLIST ................................................................................ 20

MOTIVATION MATTERS .............................................................................................. 22

TOP TIPS FOR MOTIVATING TEAMS ......................................................................... 23

TOP TIPS FOR RELEASING POTENTIAL ................................................................... 25

WHY DON’T WE LISTEN? ............................................................................................ 26

TOP TIPS FOR COMMUNICATION .............................................................................. 28

EFFECTIVE AND INEFFECTIVE LISTENING .............................................................. 30

TOP TIPS FOR ACTIVE LISTENING ............................................................................ 32

TIPS FOR QUESTIONING SKILLS ............................................................................... 33

TOP TIPS FOR GIVING EFFECTIVE FEEDBACK ....................................................... 34

DO’S AND DON’TS OF GIVING FEEDBACK .............................................................. 36

MANAGING THE APPRAISAL PROCESS ................................................................... 37

TOP TIPS: MANAGING POOR PERFORMANCE ........................................................ 41

MANAGING POOR PERFORMANCE .......................................................................... 43

USEFUL RESOURCES ................................................................................................. 45

STAY CONNECTED ...................................................................................................... 46




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About Your Trainer/Facilitator

Mike is a freelance trainer/facilitator/consultant/coach who is passionate

about releasing potential through learning and development.

Mike has delivered training across London, the UK and

internationally using diverse interactive training techniques which

build upon adult learning, brain-friendly and accelerated learning

principles.

Since establishing a charity in Wales in his 20s, Mike has worked

mainly in the charity sector within health and social care

(including HIV, mental health and dementia).

He has also worked in social services and local government undertaking neighbourhood renewal

and community development work.

Freelance since 2008, in addition to his own broad customer base, Mike works as an associate

trainer with Blue Phoenix Communications, Directory of Social Change (DSC) and Dementia

Path Finders (formerly Dementia UK - Training).

With a varied career, Mike specialises in topics as diverse as:

▪ Management, Leadership and

Team-building

▪ Personal Effectiveness

▪ HR, Learning and Development

▪ Communication Skills

▪ Care Matters – Health and Social

Care Issues

▪ Dementia Care

▪ Working with Diversity

Qualifications/professional memberships

▪ Associate Chartered Institute of

Personnel and Development

▪ (No. 22743061)

▪ ▪ Eden Alternative Associate

▪ Belbin™ Team Roles Accredited ▪ ▪ Institute of Equality and Diversity

Practitioner

▪ Dementia Care Mapper ▪ ▪ International Association of

Facilitators

Further details

Please email [email protected] for details about other course titles

available.

Follow Mike Phillips Training on:

http://mikephillipstraining.blogspot.co.uk/

https://www.facebook.com/MikePhillipsTraining

https://twitter.com/MikePTrain

http://www.linkedin.com/in/mikephillipstraining



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Course Outline

Course

Aim:

This introductory course is aimed at either

voluntary organisations or SMEs and aims to

give delegates a best practice framework within

which to work and a working knowledge of the

issues surrounding support and supervision of

staff.

Learning

Outcomes:

By the end of the training day, you should be

able to:

be clear about your roles as supervisors

have an awareness of the function of

staff supervision

understand performance management

explore communication skills

know how to recognise & deal with poor

performance




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Programme

10:00 ▪ Welcome and Introductions

▪ Expectations and Group Agreement

▪ Supervision and Support – What are the differences?

11:15 Tea Break

11:30 ▪ Supervision and Support - Boundaries and

Expectations

▪ Supervision Agreement and Supervision Agenda

▪ An overview of Performance Management and

Appraisal

13:00 Lunch

13:45 ▪ Communication Skills and Supervision

▪ Recognising and Responding to poor performance

15:15 Tea break

15:30 ▪ Action Planning

16:30 Summary and Close

Please note that the above timings are approximate.

In respect of your fellow learners and so that we can get through the content

of the day, it would be appreciated if you would take responsibility to ensure

that you return from all breaks on time.

All presentations include an opportunity for learners to raise questions.

Alternatively, you may wish to use the ‘Questions Car Park’

if you do not want to ask questions in front of the group.



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Fundamentals of Teamwork Culture

1. Shared vision

2. Shared mission

3. Shared values

4. Shared goals

5. Different personalities

6. Different background

7. Different skills

8. Different abilities

9. High level of communication

10. Trusting relationship

11. Department meeting regarding projects and processes etc…

12. Form teams around real projects

13. Build fun and shared occasions (socials, incentives…)

14. Use time-limiting ice-breakers and exercises in meetings

15. Celebrate successes publicly

16. Communicate clear and measurable expectations of teamwork and

collaboration

17. Model teamwork in your interaction with team members, and maintain

teamwork even when things go wrong

18. Talk and identify teamwork value agreed by all, print them and post

them on a wall

19. Ensure teamwork is recognised and rewarded: Time & Value.

Establish timelines and

rewards associated with

results.

20. Ensure performance

management system

emphasises teamwork

21. Intent & Vision. Focus on

what you want to happen.

22. Define roles, responsibilities

and accountability.

23. Conflict Resolution. Get back

on track as soon as possible

while emphasizing the cost of

continuing the conflict.

Purpose and values

Empowerment

Relationships and Communication

Flexibility

Optimal Performance

Recognition and Appreciation

Morale




7

Management and Leadership

The words management and leadership are frequently used interchangeably, yet fundamentally,

they are different. So what is the difference?

Current wisdom suggests that managers are

principally administrators - tangible measurable

things - they write business plans, set budgets and

monitor progress. Management is essentially about

keeping control -a function that must be used in any

business. The manager directs the work, looks at

quality and quantity of performance, communicates, delegates and

motivates.

Leaders on the other hand make a quantum leap into the unknown and

believe that in working with others they can make a difference – they take

people on a journey – get organisations and people to change - Inspire and

exhibit positive energy, transform and create something new.

Leadership is a relationship between the leader and the follower that can

energise an organisation. “The ability to motivate and guide the people

connected to the organisation to meet its goals”

Adapted from Warren Bennis: Studies on Leadership

Management Leadership

▪ The manager administrates ▪ The leader innovates

▪ The manager maintains ▪ The leader is unique

▪ The manager focuses on systems and

structures

▪ The leader develops

▪ The manger relies on control ▪ The leader focuses on people

▪ The manager has a short range view ▪ The leader inspires trust

▪ The manager has their eye on the bottom

line

▪ The leader asks what and why

▪ The manager accepts the status quo ▪ The leader has their eye on the

horizon

▪ The manager is the classic good soldier ▪ The leader challenges it

▪ The manager does things right ▪ The leader is their own person

▪ The leader does the right thing



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What is leadership?

Unfortunately, within the world of management theory,

no subject has produced more opinion than

leadership.

It seems to be one of those qualities that you know

when you see it, but it is difficult to describe. Half a

dozen things seem to stand out in respect of

leadership.

1. Leaders can be dangerous,

especially charismatic Pied Pipers

who seduce people into disastrous adventure.

2. Leaders have a clear idea of what they want to achieve and why.

3. Leaders seem to come to the fore when there is a crisis or special

problem. They often become visible when an innovative response is

needed.

4. Leadership is a set of highly tuned skills, behaviours and practices that

can be learned regardless of whether one is in a formal management

position.

5. To lead involves influencing others.

6. Where there are leaders there are followers. Leadership is primarily a

relationship between those who choose to lead and those who choose

to follow.

The need for leadership

▪ All these are primarily in the hands of an organisations work force.

▪ In the final analysis it is the people who work for an organisation who

can give it a competitive edge. This is a function of how well they are

led.

▪ The challenge for leaders is to create the culture and climate where

people continually improve their organisations performance.

▪ The only unlimited resource an organisation has is the potential of the

workforce.

Lead with VIM

Vision

Inspiration

Motivation/Momentum




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Good leadership has to be about

▪ Being able to communicate and explain what is happening

▪ Being able to revitalise and renew initiatives, when needed

▪ Being able to work out how to achieve those goals

▪ Having the ability to take everyone with you

▪ Having the skills to deal with obstacles that emerge

▪ Knowing the goals and mission of the organisation

● ● ●

“Leaders are made; they

are not born.

They are made by hard

effort, which is the price

which all of us must pay

to achieve any goal that is

worthwhile”

Vince Lombardi

● ● ●



10


Setting Boundaries and Expectations

Setting boundaries and expectations allow employees to be clear

and confident with what they can and can’t do. They protect the

employees, employers, organisation and those who interact with

them.

Boundaries and expectations should be discussed as soon as someone starts

working for you and they should be reviewed regularly. Generally they can be

set on a 1:1 basis but there may be times when it is appropriate to have some

team discussions:

▪ e.g. in relation to professional boundaries an exercise where the team looks

at various scenarios/case studies and discusses appropriate action

▪ e.g. agreeing how the team will work together

Examples of boundaries to consider:

▪ Decision Making e.g. who can make what decisions

▪ Flexibility e.g. hours/location of work

▪ Line of Authority e.g. who is accountable to who

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

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

▪ Professional e.g. confidentiality, relationships

▪ Resources e.g. what have you got available to you

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

Examples of expectations:

▪ What is expected from the individual in

their role?

▪ What is expected of how the individual

will work with you as their line manager?

A multiple boss situation? Team?




11

Some things to discuss can include:

▪ How do you like to be managed?

▪ How do you deal with stress and how can I support you through it?

▪ How often will 1:1s be?

▪ How can I access you for ad hoc support?

● ● ●

“A leader takes people

where they want to go.

A great leader takes

people where they don’t

necessarily want to go,

but ought to be.”

Rosalynn Carter

● ● ●



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Guidelines for Support and Supervision

In order that the supervision process has some chance of success and is

treated with due respect, it is useful to consider the following:

1. It should be planned preferably at the same time each

month/fortnight and dates fixed several months in advance. It should

be regular not as and when the supervisor remembers, or decides

they have the time.

2. Prepare for the supervision session by going over the notes from last

time. Be clear about what you want to bring to the agenda and

whether action agreed has taken place. Have issues or concerns

from the last session been resolved?

3. The agenda should be mutually agreed in terms of which areas will

be included in supervision sessions generally. Consider what is to be

covered each session, with both parties bringing items to the session.

a. Prioritise the agenda and assign appropriate times to avoid lengthy

items being presented towards the end of the session

4. What the supervisor expects from the session. This will include

progress, work plans targets, working with other team members,

feedback to the supervisor on how they can help, plus any support

the supervisee may need on specific areas. Clarity around roles may

need to be addressed as well as support and training needs.

5. What does the supervisee expert from the session? This may

include reporting back on progress, sharing new ideas, problem-

solving and receiving feedback, plus any issues they may have with

team members.

6. Set a contract. Agree times, dates, expectations on both sides. Or

write a Support and Supervision policy detailing why support and

supervision is important in the organisation and what is expected from staff

and managers.




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7. Ensure a private space is booked with no interruptions.

8. Any action agreed should be recorded with a copy for both parties.

Some organisations get the staff member to sign any record made.

Records of the sessions should be kept in the personnel file. A standard

Support and Supervision record form is a good way of dealing with this.

9. Make notes in order to recap at the next session; go over targets and

agreements. Ensure that crises and new problems do not supersede

existing ones.

10. Confidentiality. Be explicit about confidentiality. Let the supervisee

know who has access to their notes. This is usually your line manager

and the personnel officer (if you have one). You need to assure them that

what they say will not be repeated across the organisation. However they

need to know that if they reveal anything that may have an effect on the

organisation or would bring it into disrepute, which you will have to take

action.

11. Make sure supervision takes place in a pleasant space without

interruption.

Make Supervision SUPER

Structured

Usual

Productive

Exchange

Recorded

● ● ●

“Give a man a fish and you

feed him for a day.

Teach a man to fish and you

feed him for a lifetime”

Chinese Proverb

● ● ●



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Supervision Agreements and Agendas

Supervision Agreement

▪ Will be specific to:

the individual

the organisation

▪ Outlines purpose of supervision/1:1’s

▪ Outlines expectations

▪ Outlines the boundaries of the supervision

▪ Outlines management style (what does ‘open door’ policy means)

▪ Outlines principles:

Avoiding cancellations

Avoiding disruptions

Recordkeeping

Regularity

Starting on time

▪ Makes lines of accountability and delegation clear

▪ Agreed at the start of the supervision relationship

▪ Reviewed regularly

Sample Supervision Agenda

• “Dustbin”

•Notes from last meeting & any

Matters Arising not covered by

agenda

•Current Work

• What has been an achievement?

• What would you do differently in

future?•Future Work (coming month &

longer term)

•Personal & Personnel (policy &

procedure issues)

•Annual Leave, T.O.I.L. etc.

•Date of next meeting




15

Authority and Delegation: An Overview

Managers have a strong influence on the performance and morale of the

people they lead. The methods used and the style of leadership adopted are

critical to success.

Various styles of leadership have been identified and these can be grouped

under five headings:

According to Tannenbaum & Schmidt’s Leadership Continuum there are a

range of leadership styles. The less authority the manager uses, the more

sense of freedom the member of staff has. It is important to remember,

however, that a manager is always accountable.

Rather than adopting a style and staying with that style, a manager should

vary the style according to the situation and the capabilities of the person. If

there was a fire, it is likely that a manager would adopt a ‘Tell’ style to

achieve rapid action. After the fire, the manager could adopt a ‘Consult’ style

to find a way of preventing the same thing happening again.

There is a spectrum of differences between instruction and delegation and

the decision-making power that the manager keeps ‘control’ of. Inevitably,

the more freedom the member of staff has to take action and make

decisions, the greater sense of empowerment they will feel.

Tell Sell Consult Share Delegate



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REMEMBER:

None of these styles of leadership are right or wrong. A manager can vary the

style depending on the person, the situation, the time constraints and the

results required.

A brief summary of each style is as follows:

STYLE DESCRIPTION

TELL

The leader makes the decision and announces it.

This style is suitable in emergency situations, but in other situations, carries

a high risk factor as people can and do reach strongly against it.

SELL

The leader makes the decision and explains it.

This style can be useful if there is little time, the member of staff is

inexperienced or there is an immediate problem. However, it can create

suspicion because members of staff have little or no involvement in the

decision.

CONSULT

The leader presents the problem, gets suggestions and then makes the

decision.

This style involves members of staff in the decision by seeking their advice

and ideas, having presented them with the problems, possible solutions and

constraints. Consulting only seeks recommendation from members of staff

and can appear to be merely paying lip-service to consultation.

SHARE

The leader defines the limits and jointly with the members of staff,

makes the decision.

This is a joint problem solving style which recognises that the leader and the

members of staff have a common interest and that everyone has a

contribution to make. It requires a high degree of trust and a willingness for

everyone to listen and work in a supportive atmosphere.

DELEGATE

Allows members of staff to function within defined limits.

This style involves greater freedom for the members of staff and yet the

leader is still accountable for how well or how badly the task is carried out.

Efficiency many drop if the leader has not briefed the staff on the task.

● ● ●

“You cannot teach a man

anything.

You can only help him discover

it for himself.”

Buckminster Fuller

● ● ●




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Nine Steps to Effective Delegation

1. DEFINE THE TASK

Confirm in your own mind that the task is suitable to be delegated.

Does it meet the criteria for delegating?

2. SELECT THE INDIVIDUAL OR TEAM

What are your reasons for delegating to this person or team?

What are they going to get out of it? What are you going to get out of it?

3. ASSESS ABILITY AND TRAINING NEEDS

Is the other person or team of people capable of doing the task?

Do they understand what needs to be done/ If not, you can’t delegate.

4. EXPLAIN THE REASONS

You must explain why the job or responsibility is being delegated. And why to that person or team? What is its importance and relevance?

Where does it fit in the overall scheme of things?

5. STATE THE REQUIRED RESULTS AND SUCCESS CRITERIA

What must be achieved? Clarify understanding by getting feedback from the other person. How will the task be measured?

Make sure they know how you intend to decide that the job is being successfully done.

6. CONSIDER RESOURCES REQUIRED

Discuss and agree what is required to get the job done. Consider people, location, premises, equipment, money, materials, other related activities

and services.

7. AGREE DEADLINES

When must the job be finished? Or if an ongoing duty, when are the review dates? When are the reports due? And if the task is complex and has parts

or stages, what are the priorities?

8. SUPPORT AND COMMUNICATE

Consider who else needs to know what’s going on, and inform them. Involve the other person in considering this so they can see beyond the issue at hand. Do not leave the person to inform your own peers of their

new responsibility. Warn the person about any awkward matters of politics or protocol. Inform your own manager if the task is important, and of

sufficient profile.

9. FEEDBACK ON RESULTS

It is essential to let the person know how they are doing, and whether they have achieved their aims. If not, you must review with them why things did

not go to plan, and deal with the problems. You must absorb the consequences of failure, and pass on the credit for success.



18


Top Tips for Delegation

Remember the 5Ws and 1H

WHY is the task needed?

▪ Why is the task being delegated? Check that it is appropriate to

delegate e.g. some decisions shouldn’t be

▪ Where does it fit into the bigger picture?

▪ What is the impact of the task?

▪ What is its relative importance?

WHAT does the task involve?

Be clear about what the task is and the results you expect.

WHEN does the task need to be completed by?

Give realistic deadlines. Make sure you take into account their current

workload and their ability to perform the task.

WHERE is the task to be completed?

e.g. at the desk, meetings with others

WHO is responsible?

There are different levels of responsibility that you can give individuals

depending on for example their experience, time in the organisation,

nature of the task.

HOW is the task to be performed?

▪ Be clear on the approach to the piece of work (if it is up to them to

decide how to approach the task, let them know that!)

▪ Be clear what support/training they can get

▪ Be clear with when they can access you for support.

▪ Determine how the task will be monitored and evaluated




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More tips:

▪ Accept that mistakes will be made and make sure you are

monitoring the task enough to ensure that mistakes are minimal

▪ Be assertive – don’t allow the problem to be delegated back to you.

▪ Be supportive

▪ Make sure the task is AGREED

▪ Make sure the person has understood the task – ask the right

question to check for understanding

e.g. instead of Do you understand?

Ask Please explain to me what you need to do for this task

● ● ●

“Treat people as if they were

what they ought to be and

you help them to become

what they are capable of

being”

Goethe

● ● ●



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Decision-making checklist

Consider

▪ What are the ramifications of the decision?

▪ What do you need to know in order to make the decision?

▪ What is it that you are trying to achieve?

▪ What is your timescale?

▪ What kind of decision is it? (Consensus? Unilateral?)

▪ Who do you need to involve?

▪ Who will be affected by the decision?

▪ Whose decision is it?

Consult

▪ Think about the most effective way of consulting. The more important the

decision the more consultation that needs to be done face to face.

▪ Those people who have information that will help you to make the decision.

▪ Those people who will be affected by the decision that you take.

▪ Those people who you trust to test your thinking.

Commit

▪ Ask someone independent about your decision.

▪ Ask yourself – are you making the right decision for the right reasons?

▪ Check facts that you are not sure of

▪ Consider how you will implement it and who needs to be involved.

▪ Consider how, when and who to communicate the decision to.

▪ Consider the impact and consequences of any decision you make.

▪ Identify one or two possible options.

▪ If in doubt make the decision that is going to help to achieve the

organisation’s purpose most effectively.

▪ Remind yourself of what you are trying to achieve.

▪ Take time to think.

Consider Consult Commit Communicate Check




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Communicate

▪ Communicate the why as well as the what.

▪ Remind people of the decision making

process you went through.

▪ The bigger the decision the more important it

is to communicate face to face, backed up in

writing. To all those that you consulted, all

those who are affected by the decision, and

senior colleagues.

Check

▪ Did you make the right decision – is it working?

▪ Does anything need to be changed/amended?

▪ Give and receive feedback. Praise those involved

▪ Was it communicated effectively? Does everyone know what was

decided and why?



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Motivation Matters

Maintaining employees’ focus and motivation is essential if they are to make a full

contribution to your charity’s business. There are many theories about motivation; one of

the best-known is Maslow’s Hierarchy of needs:

Meanwhile, Hertzberg asserts that whilst ‘hygiene factors’ in themselves can’t

motivate us, their absence can lead in de-motivation. We need to have these

‘hygiene factors in order to build a foundation for motivating factors:

The key task when motivating others is to find out what motivates each

individual and to ensure we tailor our actions to meet those.




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Top Tips for Motivating Teams

▪ Admit when you make a mistake – this will encourage your people to

admit their mistakes and help to avoid a ‘blame culture’ where people

fear getting things wrong

▪ Consider each person as individual, we are all different and respond

to different motivators

▪ Give equal consideration to the task and the person doing it

▪ Give feedback on what you see and hear, not on other people’s

impressions

▪ If you have a low regard for people, it is difficult to motivate them as

they do not feel valued

▪ Monitor work regularly and offer appropriate praise

▪ People skills are crucial

▪ Question what people say – talk with your people and get to know

them and what makes them tick

▪ Recognise the extra effort people put in at work, as recognition is a

motivator

▪ Speak to your team members regularly and listen to their views and

ideas

▪ Take care and effort to involve people

▪ Take responsibility for giving effective feedback

▪ We all have different views – this is good

▪ Your role is to ensure tasks and targets are achieved >You do this by

motivating your people differently



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Motivational Truisms

▪ A motivated employee is more engaged & less likely to leave

▪ Challenge only motivates if you can succeed

▪ Easier for managers to de-motivate than motivate

▪ In order to motivate, you need to be motivated

yourself

▪ It’s hard to be motivated without clear goals

and expectations

▪ It’s not about the money, as long as it’s fair and

meets needs

▪ Motivation in our sector tends to be high. The issue is sustaining it, not

starting it.

▪ Motivation is infectious

▪ Motivation, once established, does not last forever

▪ Only we can motivate ourselves, but others can influence our levels of

motivation

▪ Rewards have to be seen as fair to be motivating

▪ We all have motivational hot buttons

● ● ●

“Treat people as if they were

what they ought to be and

you help them to become

what they are capable of

being.”

Goethe

● ● ●




25

Top Tips for Releasing Potential

1. Have regular 1-1’s with your staff to discuss how they are performing in

the job, how they feel about it and what their issues are.

2. Involve your staff in decision-making.

3. Encourage your staff to take their own decisions about their own areas of

work.

4. Back them up when they make mistakes and concentrate on helping

them to learn from them.

5. Praise regularly using the 4 R’s

Real – specific and meaningful

Relevant – to the job and the individual

Regular – given frequently

Repeated – to other people

6. Ask your staff to tell you how well you are managing/leading them and

what you could do to manage/lead them better.

7. Work with them on challenging targets.

8. Consult them on what works/doesn’t work

in their department/in the organisation and

ask them for their ideas about what could

be done differently/better.

9. Encourage them to get involved in

projects.

10. Reward the behaviours you want to

encourage

● ● ●

“Be a gardener at work,

grow people.”

Julia Cleverden,

CEO Business in the

Community

● ● ●



26


Why don’t we listen?

1. Selective listening:

▪ Anticipating questions!

▪ Concentrate on what we think is

important, what we agree/disagree

with, what we already know. We are

looking for the answer or the flaw in

the argument.

▪ Tendency for selective listening

2. Talking speed versus speed of thought:

▪ Differences in our talking speed and our thinking speed – On

average, we speak at around 125 words per minute and we think at

around 500 words per minute

▪ We jump ahead before we realise - waiting for the speaker to “Catch

up!”

3. Lack of interest:

▪ How often do we listen when we are not really interested?

▪ Our interest is based on: personal interests, feelings towards the

speaker, pre-occupation with other matters, tiredness

4. Beliefs and attitudes:

▪ How do you feel if someone challenges your beliefs? Often become

emotionally involved, argue, not listen....

▪ We all develop our own beliefs and attitudes about ourselves, our life,

others

5. Reactions to speaker:

▪ Stereotypes…often too busy criticising language, background, their

dress, their religion, their nationality etc. to listen

6. Words we hear:

▪ Becomes a competition to see how many times they use that phrase!

▪ Pet phases - e.g.. Now...Right...At the end of the day...




27

7. Listening expectations:

▪ Tendency to hear what our minds tell us

▪ What we hear and understand is largely shaped by our own

expectations and background

8. Physical distractions:

▪ Noise - only half listening! Something distracting outside etc.

9. Our need to speak

▪ Listen for our turn to speak, to interrupt and the need to sound or look

good

● ● ●

"It's a mistake to think we

listen only with our ears. It's

much more important to

listen with the mind, the

eyes, the body and the

heart. Unless you truly want

to understand the other

person, you'll never be able

to listen."

Mark Herndon

US musician

● ● ●



28


Top Tips for Communication

▪ Allow the other person to finish speaking

▪ Ask questions

▪ Avoid jargon

▪ Be accurate – e.g. don’t ‘guess’ delivery dates

▪ Be aware of body language (including on the telephone!)

▪ Concentrate on what is being said – not on what you’ll say next

▪ Encourage the other person through using open questions

▪ Make the other person feel valued and special

▪ Offer a choice

▪ Share information, ideas and solutions

▪ Summarise what has been said

▪ Take notes as needed

Strategies for building trust and rapport

Rapport means:

▪ Getting your behaviour in harmony with others

▪ Flexibility to behave like others

▪ Not getting them to like you

We can build and develop rapport and trust with customers if we become

aware of:

▪ Do they nod or shake their head?

▪ Facial expressions

▪ Hand gestures

▪ Head tipped to one side or upright

▪ Leaning forward, back or upright

▪ Legs are positioned (flat on floor, crossed)

▪ Movement in chest from breathing

▪ Position of body (square to other or sideways)

▪ Seem tense or relaxed

▪ Sitting still vs. moving body position




29

Techniques for Building Rapport

▪ Be empathetic to the customer’s feelings

▪ Explain your reasons for saying no, where relevant

▪ Let the customer know her or his options

▪ Say “please” and “thank you”

▪ Show your interest in the customer’s needs

▪ Use the other customer’s name

Building

Trust &

Rapport

Active

listening

Accurate,

sensitive

responding

Being

fully

present

Reflecting

feelings

Demonstrating

empathy

Being

genuine

Unconditional

positive

regard



30


Effective and Ineffective Listening

Types of listening that limits

effective communication:

Types of listening that make us more

effective as communicators:

Listening for an opportunity to punish

Listening for letting off steam

Listening for making my point

Listening for proving I know best

Listening for telling my story

Listening for you being wrong

Listening to be right

✓ Listening for a way to build

relationships

✓ Listening for a way to resolving

breakdowns

✓ Listening for a way to solve a problem

✓ Listening for new possibilities

✓ Listening for possible action

✓ Listening to try to understand

Potential Barriers to Effective Listening

Listening is an active process and a number of barriers can get in the way of

effectively listening and understanding the other person.

The 8 E’s of Listening

The 8 E’s will have an impact on what we are hearing or what we think we are

hearing

E • Ears

E • Ego

E • Emotion

E • Environment

E • Evaluation

E • Expectation

E • Experience

E • Eyes




31

▪ Ears – the words we hear but also tone, accent, or the sound of

someone’s voice.

▪ Ego – looking for information that we tell us that we are right and our

opinions are validated

▪ Emotion – how we are feeling generally, emotions carried over from

previous conversations / previous things we have been working on that

day, how we feel about the individual we are talking to

▪ Environment – how comfortable we feel e.g temperature, hunger,

need for the toilet etc. will impact our conversation

▪ Evaluation – assessing what we hear as we go along, not getting

to the end of the conversation before coming to a conclusion.

▪ Expectation – what we expect to happen from the conversation

and how we expect the person to be

▪ Experience – what we have understood, learned and/or believed

before about the topic being discussed and our own background

▪ Eyes – what we think when we see the person who is talking to us,

the assumptions that we make, things we hear through the body

language we see

The words we use – the messages they may convey

Saying Effect conveyed to the other

person

I’m sure you don’t need to worry about

that

Trivialises the other person’s worry

Time will heal – you’ll come to terms with

it eventually

You have resorted to a cliché because

you can’t be bothered to think of

anything else to say

Other people cope with far worse things –

buck up!

Diminishes the other person

Don’t you think you should…? Preaching – implies that you know best

Can we move on to the really important

issues

Impatience – your concerns are more

important

I think you’re right, the real problem is with

someone else

Colluding – covers up the problem



32


Top Tips for Active Listening

▪ Acknowledge feelings

▪ Ask for clarification/ask questions (if you do not understand)

▪ Ask open questions

▪ Avoid interruptions

▪ Avoid prejudices and assumption s

▪ Concentrate deliberately on what is being said

▪ Do not react personally to emotive words

▪ Eliminate distractions, whether internal (own concerns) or external

(physical environment)

▪ Encourage the person to continue

▪ Expect to hear something useful

▪ Focus on the speaker, look at him/her

▪ Get rid of time pressures

▪ Listen for ideas that you can develop yourself or may have to question

▪ Listen to yourself and note your own reaction to the messages being

received

▪ Listen with an open mind to understand the message the person is

trying to convey

▪ Listen with full attention to the words and tone of the person’s voice

▪ Listen with your eyes to the body language

▪ Look for non-verbal cues/messages

▪ Look interested

▪ Maintain an open mind

▪ Reflect back on what you hear

▪ Sit so you can see and hear - upright,

not slouched

▪ Summarise – by restating in your own

language the main points the person

said to show that you have understood

▪ Take notes, even if not necessary, but

do not doodle

● ● ●

"Freedom is not worth

having if it does not include

the freedom to make

mistakes."

Mahatma Gandhi

● ● ●




33

Tips for Questioning Skills

Effective questioning skills are essential to developing effective relationships, including supervision

relationships.

There is an old Irish Saying:

‘Questioning is the door of knowledge.’

Use open questions - good questions to use start

with:

‘HOW MUCH/HOW MANY?’

‘TELL ME ABOUT’

‘WHAT?’

‘WHEN?’

‘WHERE?’

‘WHO?’

Useful Questions

✓ Use probing questions to gain

understanding.

✓ Use reflective questions to get your staff to

think through things for themselves

✓ Link questions – 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… ‘

▪ Scale Questions - it can be useful to ask

questions like:

▪ ‘On a scale of 1-10, with 1 being not

confident and 10 being very confident, how

confident do you feel in this area?’’

http://thinkexist.com/quotation/questioning_is_the_door_of/158601.html



34


✓ Comparison questions – 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…Could you please explain the difference so I am clear with what

has happened.’

✓ Final question – 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.

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… ‘

● ● ●

“Knowledge speaks, but

wisdom listens.”

Jimi Hendrix

● ● ●




35

Top Tips for Giving Effective Feedback

For most of us, feedback is an essential ingredient of learning and developing. It is important to make

your exchange constructive, so that each person's development is supported.

Guidelines for Giving Constructive Feedback

1. Be timely ✓ Give your feedback as soon as possible

✓ Give in an appropriate setting.

2. Explain importance ✓ People need to understand the context and

impact of their actions and why receiving and

acting on the feedback is important.

3. Be specific ✓ Describe specific behaviours and reactions,

particularly choose those they should keep

and those they should change. What is it that you

are looking for?

4. Be descriptive ✓ Describe what you see, hear and feel. Don't be

judgmental.

5. Describe behaviour ✓ Focus on what someone does, not their

personality. Behaviour is easier to change than

personality.

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 future looking ✓ Focus on what can be done.

9. Exchange ✓ Ensure the person can respond and there is

dialogue

EXAMPLE 1: Judgmental, speaking for others, personality focused:

'You should not be so aggressive; it is rude, and it got

everyone upset'

EXAMPLE 2: Descriptive, speaking for self, behaviour focused:

‘When you interrupted me several times, I felt as

though there was no point in explaining my idea'



36


Do’s and Don’ts of Giving Feedback

Do’s Don’ts

✓ Own your statements (I liked, I felt) Be vague or impersonal

✓ Focus on what was said or done Make interpretations, assumptions or

inferences, mindreading

✓ Be specific Generalise or over-complicate

✓ Be clear and concise Waffle, “wrap it up”, overload the

recipient

✓ Offer information/ideas that the

recipient can use in his/her own way

Give advice, judge

✓ Listen to the feedback rather than

immediately reject it or argue with it

Just be negative, but be constructive

✓ If feedback is unclear, ask for

clarification

Focus on things that cannot be

changed

Feedback Model 1

Commend

Recommend

Commend

Ratio = Positive Feedback---Negative Feedback: 2:1

Feedback model 2

Praise

Ask

Guide

Encourage




37

Managing the Appraisal Process

For staff to make a full contribution to your charity’s business and success, it is essential

that you maintain their motivation and focus.

An effective and inspiring performance appraisal process will have:

A system of regular appraisals will help staff towards achieving individual, team

and organisational objectives. Only by sharing your goals and ambitions for the

organisation with your staff, will they understand how their job fits with the

overall purpose and aim of the charity.

Benefits of having a Performance Appraisal Process

An appraisal is a regular opportunity for some one-to-one discussion between

the line manager and individuals in their team. Potential benefits are:

▪ Creates a focus on the real business nds of the charity

▪ Deeper understanding of the job, key objectives for the year, the person

and their role in achieving them

▪ Giving and receiving feedback on performance

▪ Improving individual performance

▪ Enhanced communications between the charity, line-managers and staff

▪ Identifying learning & development needs

▪ Recognising individual achievements

▪ Supporting people’s aspirations – building and maintaining motivation

1. Senior Managment

Commitment

Line Managers -

Appraisers are trained &

motivated to develop staff

2. Appaisals 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



38


Annual Performance Appraisal Meeting

The Performance Appraisal process should take place on an annual basis with

regular supervision and support meetings (ideally ever month to six weeks) to

review progress.

These annual meetings are not generally related to pay, but are the vehicle for

cascading the organisation’s objectives down through the charity in order to

involve each staff member in the achievement of the objectives and improve

results in every area of the charity’s business

Job Objective

It is important to identify and understand the

▪ Key Performance Indicators (KPIs) or result areas – these are the

aspects of the job that are critical for the overall job objective to be

achieved

▪ Organisation values that underpin performance (e.g. customer-focus)

▪ Overall aim or job objective

▪ Setting Job goals

Putting Goal Setting and Managing Appraisal in Context

Managing the Appraisal process is a continuous process. Goal-setting should be done in partnership

between the line-manager and employees so that there is a sense of ownership of the goals, ensuring

both parties are clear about what is expected.

Clarity about the job to be done

Goal Setting

Reviewing Performance

Preparing for the Appraisal Meeting

Conducting the Appraisal Interview




39

Prepare yourself as appraiser

Each manager will need to prepare well in order to create the right environment

for this important meeting. This means that each person conducting an

appraisal will need to know and understand:

▪ Aim of the appraisal and work towards it

▪ Aims, values and overall objectives of the charity

▪ Each person’s performance assessed against agreed goals and Key

Performance Indicators and have examples ready to discuss

▪ How personal objectives impact on the team objectives

▪ How to review the previous Appraisal and give constructive feedback

Prepare the appraisee

Give the staff member time to prepare (a week or two beforehand is usually

enough). It is helpful to offer a preparation sheet that will give them an idea of

the kind of discussion you will be having. It should include questions like:

▪ What were your key achievements last year?

▪ What problems did you encounter?

▪ What might you do better or differently in future?

▪ What are your main strengths and areas for development?

▪ What do you think your objectives for the next 6 months/year should

be?

▪ What help and training do you need to achieve these?

The appraisal interview

Explain the agenda and the purpose of the meeting.



40


Review

Invite the employee to discuss their preparation sheet notes and focus on the

key areas. Individuals tend to be over critical of themselves which means your

job is to help them find solutions rather than point out weaknesses. Take every

opportunity to highlight good work as well as being clear about the areas of

performance requiring improvement and agree any training needs.

There should be no surprises!

Agree Future Objectives

Involve individuals in setting objectives. Agree SMART objectives that are:

Specific, Measurable, Achievable, Realistic and Time-bound. These objectives

should contribute towards the achievement of the charity’s

goals/targets/objectives. Remember that, in order to ensure motivation these

objectives, whilst achievable, should be challenging and stretching for the

individual.

Finish the paperwork in a Timely Fashion

The appraisal form should be completed and must reflect the discussion. The

summary will include the review of performance, objectives set, agreed training

needs and any comment you and the employee wish to make. You each will

have a copy of the completed form, as this is a working document.

Follow up

Monitor the ongoing progress and ensure that any identified training needs are

met. Remember that learning and development needs can be met through a

range of interventions (training courses, coaching or mentoring, on-the-job-

learning, team exchanges etc). Use the reviews to motivate and encourage

participation in the charity’s overall aims and objectives.




41

Things to Avoid

Delaying taking actions agreed during the process – e.g. not

arranging training for the member of staff

Failing to connect the appraisal process with on-going supervision

and support throughout the year

Ineffective communication about the process and its purpose

Lack of training for those managing the appraisal process (which

should include influencing, goal-setting and coaching skills) and for

employees so that they can understand the process and the skills

they need to participate

Leaving preparation for the Performance Appraisal process until the

last minute – creating an impression that it is not a priority

Seeing the appraisal as just a form-filling exercise

Tackling problems at the appraisal rather than dealing with them

beforehand

Undertaking too many appraisals at the same time. 7 or 8 people is

the optimum number to manage well

Inconsistent application of the performance appraisal process within

an organisation – this can lead to staff dissatisfaction and low morale

"Show me a person who has

never made a mistake and I

will show you somebody

who has never achieved

much."

Joan Collins

● ● ●



42


Top Tips: Managing Poor Performance

1. Avoid Poor Performance: Make sure you have good management

structures in place to avoid poor performance from

happening or getting out of control e.g.

a. have regular support sessions

b. ensure clarity around job description,

objectives and any changes

c. give feedback

d. reward and recognise good performance

2. 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.

3. Be prepared 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?

4. 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.

5. Ensure you aren’t part of the problem! Are you doing what you should

be doing?

6. Focus on The Facts: Don’t let your personal feelings get in the way. Be

clear on what the problem is.

7. Identify your options and Agree Actions for Moving On

a. Fit for purpose v. High standards

b. Consistently performing poorly and will need to take disciplinary action.

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

Avoid poor performance – prevention is key

Be Aware

Be prepared and plan for the conversation

Don’t Focus Solely on Poor Performer

Ensure you aren’t part of the problem

Focus on Facts

Identify your options and Agree Actions for Moving On




43

Managing Poor Performance

Poor performance can occur anywhere and at any time. Its causes are many. ‘Poor

performers’ can be inherited from a previous manager or the problem may creep up

slowly.

Guidelines to address the problem constructively:

▪ Sort out the facts:

What is the person supposed to be doing?

What is he/she actually doing?

What is he/she doing well?

What are his/her weaknesses?

What has he/she not achieved?

▪ Separate facts from feelings

Don’t let your personal prejudices cloud your judgment

Listen to the other person

▪ Establish the reasons for the performance:

Individual?

Organisational?

Personal?

Task? Job-related (e.g. unclear job description)?

▪ Look at what you can do to improve it:

Do you……

Agree objectives?

Communicate regularly and effectively (e.g. supervision/1:2:1’s, team

meetings)

Give clear direction?

Set challenging but achievable targets?

Set clear deadlines?

▪ Give good guidance:

Ensure appropriate resources are available

Give regular feedback

Make standards clear

Provide sufficient details



44


▪ Build the team:

An effective team can use the strengths of all its members & help

compensate for individual weaknesses

Don’t focus on the poor performer to the exclusion of the team

Provide clear leadership to create a sense of team work & positive

attitude

Use peer group support

Focusing on the team can help keep a sense of perspective so that over-

preoccupation with the individual doesn’t happen.

▪ Support:

Empathise with pressures / anxieties

Give praise

Look for success

Meet regularly

When giving feedback focus on the

behaviour, not the person

▪ Be realistic:

Are you aiming for a functioning one?

Are you hoping for a motivated member of staff?

Are you looking for the removal of that member?

What is your goal in working with this person?

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 and

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. The staff member may be 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 disciplinary action. Take expert advice.

▪ Are the risks to the organisation higher by keeping the employee or going

through a dismissal process?




45

Useful Resources

Adair, J. (1996). Effective Motivation. Pan Books.

Adair, J. (1997). Effective Communication. Pan Books.

Allcock Tyler, D. (2006). It's Tough at the Top - The No-fibbing Guide to Leadership. Directory of

Social Change.

Allcock Tyler, D. (2007). The Pleasure and the Pain - The No-fibbing Guide to Working with

People. Directory of Social Change.

Blanchard, K. (2007). Leading at a Higher Level. Pearson Eduction Limited.

Blanchard, K. H. (2000). Leadership and the One Minute Manager. Harper Collins.

Charvet, S. R. (2010). Words That Change Minds: Mastering the Language of Influence.

Kendall/Hunt Publishing Compan.

Covey, S. (1989). The 7 Habits of Highly Effective People.

Gallwey, W. T. (2003). The Inner Game of Work. Texere Publishing.

Goerge, B. (2004). Authentic Leadership: Rediscovering the Secrets of Creating Lasting Value.

Jossey Bass.

Goleman, D. (1996). Emotional Intelligence. Bloomsbury Publishing plc.

Goleman, D. (2002). The New Leaders - Transforming the Art of Leadership into the Science of

Results. Sphere.

Jeffers, S. (2006). Feel the Fear and Do It Anyway. Ballantine Books.

Johnson, S. (1998). Who Moved My Cheese? G. P. Putnam's Sons.

Landsberg, M. (2003). The Tao of Coaching. Profile Books Ltd.

Landsberg, M. (2003). The Tao of Motivation - Inspire Yourself and Others. Profile Books Ltd.

Landsberg, M. (2003). The Tools of Leadership. Profile Books Ltd.

Leary-Joyce. (2007). Inpirational Manager - How to Build Relationships that Deliver Results.

Pearson Education Limited.

Leibling, M. (2010). How People Tick - A Guide to Over 50 types of difficult people and how to

handle them. Kogan Page Ltd.

Leigh, A. (2008). The Charisma Effect - How to Make a Powerful and Lasting Impression. London,

UK: Pearson Education Limited.

Leigh, A. a. (2002). Leading Your Team - How to Involve and Inspire People. Nicholas Brealey

Publishing.

Lloyd, M. a. (2007). Leadership 101. Directory of Social Change.

Lundin, S. C., & Onken Jr and Burrows, H. (2000). Fish! A Remarkable Way to Boost Morale and

Improve Results. Hyperion.

Maguire, S. (2008). Core Coaching - Coaching for Great Performance at Work. Directory of Social

Change.

Mandela, N. (2001). The Illustrated Walk to Freedom.

Owen, J. (2010). The Leadership Skills Handbook. Kogan Page.

Pardey, D. (2007). Introducing Leadership. Butterworth-Heinemann.

Posner, K. a. (2008). The Leadership Challenge. Jossey-Bass.

Smart, J. (2003). Real Coaching and Feedback - How to Help People Improve Their Performance.

Pearson Education Limited.



46


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