Investors in local leaders Day 1 - Reconstruct | Home · Positive Leadership Behaviours • Shows...
Transcript of Investors in local leaders Day 1 - Reconstruct | Home · Positive Leadership Behaviours • Shows...
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Investors in local leaders
Day 1
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Aims of the Programme
To support Team Leaders to manage
effectively within their services,
demonstrating the leadership behaviours
expected by Scope, delivering cost
effective and safe businesses, and
putting customers clearly at the heart of
the service.
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Positive Expectations
• Staff want to do a good job
• No-one wants to be ineffective
• Staff work best when clear on role and responsibility
• People can and will try to change if it makes sense
• Performance can always be improved
• Clarity on what ‘good’ looks like helps people improve
• Focus on changing behaviour not personality
• Healthy dissonance creates the conditions for change
• Agreed action to improve enhances commitment and trust
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Learning Agreement
• Confidentiality - Information shared in the room
stays in the room – feel safe to make mistakes!
• Respect for everyone’s individual experience and
different professional background and context.
Challenge the statement not the person
• Diversity – value the difference we each bring and
acknowledge that there are differences that may not
be seen and which can affect people’s learning. Don’t
make assumptions and respect one another's privacy.
Plain language and avoid jargon!
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Your Learning Goals
In consultant pairs –
Share the outcome of your self
assessment and identify 3 things you want
to improve as a result of this programme.
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Person Centred Planning in
a Business Environment
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What do you see?
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Case Scenarios
What would you do?
In small groups –
• Consider the scenarios and agree on what you
think needs to be done to both reflect person
centred planning and effective safeguarding?
• Note down your answers, and elect a person to
feed back to the large group on your behalf.
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Regulation and Inspection
The Francis Inquiry into service failure at Mid-
Staffordshire NHS Foundation Trust recommended the
introduction of new fundamental standards of safety and
quality.
A consultation document setting out the proposed
amendments to the Care Quality Commission’s
registration requirements has now been published.
The Fundamental Standards will apply to all CQC
registered services.
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What Makes a Good Leader?
“Good leaders lead by example, and are
seen as being in touch and accessible,
constantly reinforcing the messages that
their staff matter to them. It applies not
only to chief executives and leaders, but
also to all managers within the
organisation” Audit Commission 1999
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Positive Leadership Behaviours
• Shows genuine concern for others well being and development
• Trusting, allows discretion and shares power
• Is accessible, approachable and in touch
• Transparent, honest, consistent
• Has integrity and is open to ideas
• Is prepared to take difficult decisions and risks
• Is inspirational and an exceptional communicator
• Analytical and creative
• Passionate, determined, achievement focussed
• Networks, involves, informs and is team oriented
• Unites and draws people together
• Values learning and seeks constructive feedback
• Is sensitive to the impact of change Audit commission
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Leadership Styles
Use of authority By manager
Area of freedom For staff
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What is or would be your preferred
leadership style?
What are the advantages and
disadvantages?
How does this help you to meet the
responsibilities of your role?
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Leadership Management
Develops a vision of the
future
Develops supporting
policies to get there
Establishes direction Makes plans allocates
resources, agrees budgets
Inspires and energises staff Organises and delegates to
staff
Generates change Generates consistent
results
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What is a Team?
• A team comprises a group of people, linked in a
common purpose.
• Teams are especially appropriate for
conducting tasks that are high in complexity
and have many independent subtasks.
• Complimentary skills, coordination, synergy.
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Key Elements of Successful
Teams and Services
Team development
Feedback Participation
and articulating vision
Managing conflict
Group roles and structures
Team member development
Understanding and
collaboration
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Key Elements of Successful
Teams and Services
Team development -
1,11 Feedback – 2,13
Participation and articulating
vision – 3,9,10
Managing conflict – 2,12,14
Group roles and structures –
6,8,14,15
Team member development –
7,12
Understanding and collaboration
– 5,14
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Reflection
With your consultant –
• Review your learning from the day and
agree one thing you will implement from
Day 1 back to your business setting.
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Investors in local leaders
Day 2
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Aims of the Programme
To support Team Leaders to manage
effectively within their services,
demonstrating the leadership behaviours
expected by Scope, delivering cost
effective and safe businesses, and
putting customers clearly at the heart of
the service.
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Positive Expectations
• Staff want to do a good job
• No-one wants to be ineffective
• Staff work best when clear on role and responsibility
• People can and will try to change if it makes sense
• Performance can always be improved
• Clarity on what ‘good’ looks like helps people improve
• Focus on changing behaviour not personality
• Healthy dissonance creates the conditions for change
• Agreed action to improve enhances commitment and trust
![Page 23: Investors in local leaders Day 1 - Reconstruct | Home · Positive Leadership Behaviours • Shows genuine concern for others well being and development • Trusting, allows discretion](https://reader034.fdocuments.in/reader034/viewer/2022052019/6032a224fbc9f24ba315a885/html5/thumbnails/23.jpg)
Learning Agreement
• Confidentiality - Information shared in the room
stays in the room – feel safe to make mistakes!
• Respect for everyone’s individual experience and
different professional background and context.
Challenge the statement not the person
• Diversity – value the difference we each bring and
acknowledge that there are differences that may not
be seen and which can affect people’s learning. Don’t
make assumptions and respect one another's privacy.
Plain language and avoid jargon!
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The Role of Supervision/1:1 in
Managing Change and Performance
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Definition of Supervision/1:1
• The Oxford English Dictionary defines the verb
‘supervise’ as: to look over, inspect, read through,
peruse and revise.
• “Supervision is a process in which one worker is given
responsibility to work with another worker(s) in order to
meet certain organisational, professional and personal
objectives. These objectives are competent,
accountable performance, continuing professional
development and personal support”
(Adapted from Harries, 1987)
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Good practice necessitates
being reflective
“time and attention given to mulling over the experience and learning from it”
Eileen Munro: A Child Centred System
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What Makes
‘Good Supervision’? Supervision/1:1 that gives space to think, be still, process feelings, get to know your experiences.
Becoming aware of and working through feelings, attitudes and systems that can create distance from service users.
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Supervision/1:1Checklist
• Regular & challenging, but supportive • Relevant & probing • Factual & reflective • Acknowledge personal impacts: threats of violence,
emotional pain, cultural difference etc.
• Set priorities (and no not every thing can be a priority)
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Scope’s PDP and
Supervision policy
Frequency
• Inexperienced employees or those with performance
issues – Two weekly
• Employees in their probationary period – Monthly
• All other employees – at least every six weeks
Linked to Performance Development Process
meetings which should take place 3 monthly to
review plans
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What are the key qualities of
a good supervisor?
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Qualities of Good Supervisor
• Flexibility
• Multi perspectival view
• A working map of the discipline in which they supervise
• The ability to work trans-culturally
• The capacity to manage and contain anxiety
• Openness to learning
• Sensitivity to wider contextual issues
• Can handle power appropriately
• Humour, humility and patience
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Purpose of Supervision/1:1
Both to ensure that agency policy is implemented –
which implies a controlling function –and a parallel
responsibility to enable supervises to work to the best
of their ability [Brown and Bourne 1995:10]
‘In this way managers are expected to develop
relationships and environments that enable people to
work together and respond to change. Such joint
performance involves having common goals ,common
values ,the right structures and continuing training and
development’ [Drucker 1988:75]
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Supervision/1:1 is:
• A process rather than an event or session or method
• A specific type of organisational or professional
relationship
• Concerned with the performance of all staff not just
practitioners
• A set of activities that can be delivered by one or more
persons in different roles
• A process of negotiation between inter related, but
sometimes different objectives
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Types of Supervision/ 1 to 1
PLANNED
INFORMAL FORMAL
AD HOC
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Supervisory/1:1 Methods
• Discussion
• Examining the supervisee’s work records
• Observing the supervisee’s work with service
users
• Co-working
• Group supervision
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Kolb’s Four Stages in Learning
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AVOID THE TRAP!
Worker is stuck in analysis................
avoid entanglement in or competition
over intellectual debates!
Worker is stuck in action............
whilst being sensitive, ensure that
you maintain a clear boundary as supervisor and
do not get drawn into being friend, rescuer or
counsellor
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AVOID THE TRAP!
Worker is stuck in analysis................
avoid entanglement in or competition
over intellectual debates!
Worker is stuck in action............
whilst being sensitive, ensure that you
maintain a clear boundary as supervisor and do not
get drawn into being friend, rescuer or counsellor
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AVOID THE TRAP!!
Worker is stuck in experiencing....
.........don’t get so drawn into staff care
that accountability for the customer is
forgotten
Worker is stuck in reflection.........
......don’t assume that your positive
encouragement that they can do the
job is necessarily correct!!!
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Learning Styles
Honey and Mumford, in their famous learner styles
questionnaire have identified 4 types of learner:
Activist
Pragmatist
Reflector
Theorist
Which type most reflects you?
What implications might this have for you and for those
you supervise?
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Motivating Staff and
Challenging Performance
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CORBS Model for Giving Feedback • Clear - try to be clear , being vague can increase anxiety and
risk misunderstanding
• Owned - your perception and not an ultimate truth, ‘when
you....I feel’ rather than ‘You are....’
• Regular - more likely to be useful. If not regular grievances
can be saved up –try to give feedback as close to the relevant
event or issue as possible-early enough for person to do
something about it
• Balanced - negative and positive feedback over time-doesn’t
have to be balanced on every occasion
• Specific - general feedback hard to learn from. ‘You are rude’
will cause hurt and anger. Mrs – seemed hurt when you spoke to
her in that way’.. Is more specific
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smoothing
withdrawing
compromising
problem
solving
forcing
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Practice Exercise
Managing Conflict
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Evaluation
With your consultant –
• Identify your top tips to take back to your
manager for further discussion,
development and action planning.