support and supervision 1 · •to inspire, motivate and engage •a point of reference alongside...

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

Mummy Bull?

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 cshimmin@dsc.org.uk 07969027304