Support and Supervision 1
WelcomePlease enter your name and organisation in to the Chat function as we wait for all participants to arrive
Cathy Shimmin, Senior Training Consultant, Directory of Social Change
Working Together, with Tech!Some things remain the same• Time Keeping• Confidentiality• There’s no such thing as a silly question• Experiment and take risks – see possibilities not limits• Respect – space and values for others• Participation – involvement/contribution• Bit of fun!
Some things because we’re virtual• Where possible, video always on during whole group or breakout room discussion• Audio switched off unless speaking• Use chat to submit a question – we’ll get to it at a suitable pause• When we break, whether as a group or you need a break, please switch AV off• Always remember – the trainer has the MUTE ALL button 😊
… a virtual handshake.
• 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 . . .
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
• Managing Poor Performance
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
• Why do we have 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
• To provide a structure to regularly focus on performance goals and objectives
• To develop individuals and teams
• Transparency, equity and fairness
1:1s – what are they for?
So who benefits … and how?
• 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 do they cover?
• To inspire, motivate and engage
• A ‘point of reference’ alongside charitable objects
• Inform individual and team priorities and targets
• Individuals know how their work contributes
• Clear direction for everyone
VisiMissiObjs
Make them meaningful
• 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
Effective Support and Supervision
3 Groups
3 Topics • Golden Rules• Great Questions• Giving Support
Discuss in Groups
1. Do not turn your 1:1 into a disciplinary
2. Make sure they are recorded
3. Protect them with your life!
If you HAVE to cancel
• re-arrange immediately
• explain the reason for cancelling
‘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
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?’
Ask the right questions…
Don’t ask the wrong questions…Avoid using some types of questions
Be careful when using ‘WHY?’ it can cause defensiveness and post portem syndrome
Asking multiple questions as they can cause confusion
Avoid leading questions ‘I’M SURE YOU AGREE THAT . . . ‘
Avoid loaded or judgement based questions …“Is that why you’re angry…”
A Listening Exercise
• You will need a pen and a piece of paper
• Work on your own – no comments or questions
• Instructions once only
• Follow instructions and do exactly what I say
What gets in the way of listening?
EVALUATION
EARS
EYES
EXPERIENCE
EMOTION EXPECTATION
EGO
E’sy Listening?
7 Ways To Listen More Effectively
• Silence the inner talk
• Don’t interrupt
• Don’t plan you answer half way
• Avoid assuming the end
• Sum up and reflect back
• Check for understanding
• Ask questions
7 Ways To Engage More Effectively
• Consider opener
• Clarify goal – to you and them
• Use 3 point frameworks
• Plan the opener – get attention
• Show benefits to them
• Choose language and jargon
• Ask effective questions
Setting Boundariesand Expectations
Why Bother?
Setting Boundariesand Expectations – Why Bother?
CLARITY
CONFIDENCE
PERMISSION
PROTECTION
PREVENTION
• 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
• What might others expect from you as a manager?
• 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
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
Poor Performance• What do you think of as ‘poor performance’?
• What are the reasons behind poor performance?
• What are the reasons behind good performance?
• What makes having the ‘poor performance conversation’ difficult?
Discuss in Groups
10 feedback tips…1. Consider how it might land - Ask before tell?
2. Be timely.
3. Be constructive – specific and purposeful
4. Get facts straight - and agreed early on in any discussion
5. Describe behaviour.
6. Explain impact
5. Be future focussed.
6. Use frameworks to de-personalise
7. Own your own feedback.
8. Support and Follow Up
9. Exchange
10. Plan and prepare: yourself, the environment, the individual
In feedback world, what is this?
The Infamous BS Sandwich
Feedback Sandwich
COMMEND
RECOMMEND
COMMEND
Feedback Sandwich
Three Step Approach
3. Focus on the futureCould we agree that in future if you need
to extend a deadline we could talk about it
and agree the best way forward
2. Focus on feelings/ fallout/impactBecause I didn’t get x in time, I had to
stay late to compile data myself and
had to delay my report to/meeting with ….
1. Focus on factsJo, we agreed I’d have x by ‘date/time’
and I didn’t get it from you. I appreciate
you have competing priorities and so do I.
Plus Delta
WHAT WORKED
WELL
SUGGESTIONSFOR
IMPROVEMENT
• Seek information
• U – Part of the Problem?
• Prevent
• Plan Conversations
• Options
• Remain Aware
• Treat Good Performance
Managing Performance
What I see in me
What I don’t see in me
What you see in me
Open/Public self
Blind self Selfdisclosure from me
What you don’t see in me
Private self/Facade
Unknown
Feedback from you
Based on Joseph Luft and Harry Ingham
Remain Aware - Johari Window
• Make sure you aren’t part of the problem! Are you doing what you should be doing?
• Be Aware: Monitor and support your staff. Be informed on policies
• Prevent:
✓ have regular 121 and 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?
1 thing I have learnt …
1 key thing I will do …
Any questions?
Next StepsPublications … www.dsc.org.uk/publications
The Pleasure and the Pain
Speed Reads ….
Motivating Staff, Chrissie Wright
Delegation, Brian Rothwell
Training … https://www.dsc.org.uk/training/
Moving in to Management
Communicate to Influence
DSC In House Training Service
DSC Coaching Get some 1-1 coaching and explore current barriers & Mentoring and potential strategies for improvement
Contact Cathy Shimmin at [email protected] 07969027304
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