More Keys to COACHING and FEEDBACK

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1 UW Smetimes and Aspiring Supervisr Series 2 nd Theme: Knwing When t D What Mre Keys t OAHING and FEEDBAK AGENDA 1. What is aching? Supervisr and Emplyee c-create Gal ach t: 2. Gain peratin 3. Give Recgnitin 4. Give Feedback Emplyee sets Gal ach t: 4. Help Anther Reach Their Gals + Try-ut ard Readings: Murphy, M. (2010). Why Giving Advice Desn t Wrk. Retrieved frm the Manitba hambers f mmerce. References: ttrell, D. (2002). The Manager s aching Handbk. Dallas, TX: rnerstne Leadership Institute. hen, hris (2003). aching Training. American Sciety f Training and Develpment, Alexandria, VA. Whitmre, Jhn, aching fr Perfrmance, (3 rd editin, 2002). Nichlas Brealey Publishing, Lndn, UK. aching is unlcking peple s ptential t maximize their wn perfrmance. It is helping them t learn rather than teaching them. aching fr Tp Perfrmance, Jhn Whitmre 1

2 UW Smetimes and Aspiring Supervisr Series 1. What Is aching? There can be cnfusin abut what caching is and isn t. These definitins can help distinguish between mentring, caching, perfrmance management, and supervising. Defining Mentring, aching, Perfrmance Management and Supervising Mentring is a prcess t help peple with their career develpment. Mentring differs frm caching in that it is lnger-term and mentrs have n respnsibility fr prfessinal develpment. Mentrs may prvide mtivatin, cnnectins, and advice, but they d nt fcus n imprving perfrmance. aching creates a structure fr peple t learn, practice, reflect, and change. aches ask pwerful questins and use ther active means t bth supprt and challenge. A cach helps peple set gals and identify things that get in the way f achieving thse gals. aches help peple think big and see mre ptins and pprtunities. aching is als abut hlding peple accuntable fr their persnal gals, cnfrnting change issues, and helping individual wn their behavir. aches wrk directly with peple t shw them hw t apply new skills and behavirs. Peple dn't change behavir by simply wanting t change; they must practice new behavirs. A cach can give cnstructive feedback and celebrate accmplishments. Perfrmance Management fcuses n aligning clear department expectatins and gals with individual perfrmance. It is hlding emplyees accuntable fr their chices and ultimately the utcme f their perfrmance. Supervising is traditinally defined as getting wrk dne thrugh ther peple and delivering results. Great supervisrs put their energy int cntinuusly imprving prcedures and prcesses, and getting barriers ut f their emplyee s way s that they can d their best wrk. What we knw thrugh decades f research that desn t wrk in the lng run is ld-fashined incentive plans, rewards, punishments, and external cntrls except fr piece wrk. Mst emplyees want t find value in their wrk. Primary functin Wh sets gals? Methds Mentring areer develpment Emplyee and smetimes rganizatin Mentr guides, prvides cnnectins t mve emplyee up in rganizatin aching Learn and Imprve perfrmance Emplyee ach helps emplyees set their gals t reach their ptential and challenges behavirs incnsistent with gals. Recgnizes prgress Perfrmance Management Imprve perfrmance Supervisr Supervisr evaluates perfrmance against departmental expectatins and standards Supervising Manages prjects and prcedures thrugh peple Best supervisrs ccreate gals with emplyees Supervisr cllabrates with emplyees t create vibrant visin, department gals, clear expectatins, remve barriers, and practice cntinuus imprvement Find a NEW partner, What strikes yu abut these definitins, especially Wh sets the Gals? 2

3 UW Smetimes and Aspiring Supervisr Series Supervising Primary functin Manages prjects and prcedures thrugh peple Wh sets Gals? Best supervisrs ccreate gals with emplyees Methds Supervisr cllabrates with emplyees t create vibrant visin, department gals, clear expectatins, remve barriers, and practice cntinuus imprvement Supervisr and Emplyee c-create Gal ach t: 2. Gain peratin Hw can I get them t d what I WANT them t d? Here are sme ideas. Gain peratin = KISS = Keep it Simple and Shrt! 1. Write a nte. e.g. Taped abve ur wastebasket: THANK YOU fr dispsing f fd, wrappers, and all fd related items in the hall garbage. With a picture f a cuple cute mice! 2. Make an bservatin. Describe what yu see r describe the issue. e.g. This rm is set in a classrm, and the set-up sheet calls fr lecture. 3. Give infrmatin. e.g. It takes 8 hurs t cl the inside f a kettle f sup that deep. Let's put it in a shallw pan s it will cl quicker. 4. Say it with a wrd r gesture. e.g. Say hat r hairnet when smene frgets (r just pint t their hair). 5. Describe what yu feel r need. e.g. I'm s frustrated with the fd that peple leave in the ffice. Adapted frm: Hw t Talk S Kids Will Listen & Listen S Kids Will Talk, Faber and Mazlish At yur table, hw d yu engage cperatin with yur staff r what new ideas yu have? Ideas t Gain peratin Peple are mre cmmitted t ideas that they generate themselves. 3

4 Supervisr and Emplyee c-create Gal ach t: 3. Give Recgnitin Individually, read the bx n the Fur P s f Recgnitin. UW Smetimes and Aspiring Supervisr Series Fur Ps f Recgnitin There are lts f ways t recgnize a jb well dne withut spending mney. 1. Persnal: Get t knw yur staff. What wuld each f them like if they did a gd jb? 2. Punctual: D it tday! If yu wait, it may never happen. 3. Public: An ld saying ges, Praise in public, crrect in private. Generatin Why s especially like recgnitin in frnt f their peers. Try leading a cheer fr yunger staff r applauding in a staff meeting. Everyne else ntices what receives recgnitin. 4. Prprtinate: Make sure t match yur recgnitin with the level f perfrmance. It can be tacky t recgnize all the time, and then when smene des smething really utstanding, yu dn t have anything extra t ffer. Frm Emplying Generatin WHY? by Eric hester In the large grup, what ther NO r LOW OST recgnitin have yu dne? YOUR TURN nsider smene wh deserves t be recgnized. Hw might they like t get it? A verbal thank yu? An ? With a cpy t their supervisr A department celebratin? A hand written nte? Privately? Draft the recgnitin fr that persn. Yu re # 1! Hw will yu deliver it? When? 4

5 Supervisr and Emplyee c-create Gal ach t: 4. Give Feedback UW Smetimes and Aspiring Supervisr Series Individually, reflect back n a time that yu hesitated t give smene imprtant feedback. Why did yu hesitate? Read the bx belw. Respnsibility A traditinal definitin f respnsibility is t answer fr ne s wn cnduct and bligatins, r t be accuntable fr smething. Fr example, I am respnsible fr checking ut with participants their expectatins r wishes fr learning at the beginning f a wrkshp. We can lk at the wrd respnsibility in anther way if we break it apart int tw parts: Respnse + Ability = hices When I am respnsible fr smething, I have the Ability t Respnd in a number f different ways, which gives me chices. When I cmmunicate, I have chices abut my bdy language, my tne f vice and my wrds. I d nt cntrl hw the ther persn respnds (including their feelings). I can nly be respnsible fr MY cmmunicatin. If I cmmunicate apprpriately, I am nt respnsible if the persn I talk t gets mad. Listeners als have chices fr hw they respnd. What culd happen if I am under respnsible? (nt give feedback r address an issue?) What culd happen if I am ver respnsible? (Micrmanage, give inapprpriate advice?) Back t ase Study: A Recipe fr Feedback (Feedback t Michelle) Steps Start with Example 1 Make an bservatin I nticed 5 I nticed that yu have lts f gd ideas in meetings. Pause. Listen t their respnse. Offer empathetic listening t make sure yu understd. 2 Describe hw yu felt I was I was frustrated in yesterday s meeting. Pick ne: because Yur needs/their needs What happened because 3 f the behavir (cnsequences) Yur expectatins Pause again. Offer empathetic listening again if apprpriate. I. 4 Add an affirmatin Pause again. Offer empathetic listening again if apprpriate. 5 heck fr clarity What 6 Make a request Wuld yu be willing because I want ther peple t cntribute t the meeting, t. I depend n yur creative ideas AND I still need thers t be part f the mtg. What ideas d yu have? Wuld yu be willing t let thers say smething? 7 Fllw-up Let s meet.. Let s check in after the next meeting. In yur new pairs, put try this feedback IN YOUR OWN WORDS.

6 Emplyee sets Gal ach t: UW Smetimes and Aspiring Supervisr Series 4. Help Anther Reach Their Gals OAH Wrksheet 1. URRENT REALITY (Observatins) What s wrking well? What d yu thing culd be better? What have yu DONE s far? Listen fr FEELINGS & NEEDS Separate Observatin frm Spin. Example: What exactly was said? What assumptins might yu be making? Hw d yu knw? Ntes: O A H 2. OBJETIVES What s yur GOAL? What s yur Gal fr Tday s aching Sessin? What have yu dne since ur last sessin? Mve frm lking at the current reality as a prblem r challenge t lking at pssibilities. 3. ALTERNATIVES What are yur OPTIONS? What s anther ptin? Anther? Or Use an example f a time frm the past when yu slved a similar challenge. Tell me a stry abut a time yu DID d? What did yu d? What helped yu then that culd help yu nw? 4. HOIES What WILL yu d? By When? reate an Actin Plan Adapted frm ASTD, aching Training, In pairs, pull ut yur Self-Assessment fr Training and aching, page 1 frm Week 4. ach yu partner n reaching their gals. 6

7 UW Smetimes and Aspiring Supervisr Series Jb Aid OAH Wrksheet 1. URRENT REALITY (Observatins) What s wrking well? What d yu thing culd be better? What have yu DONE s far? Listen fr FEELINGS & NEEDS Separate Observatin frm Spin. Example: What exactly was said? What assumptins might yu be making? Hw d yu knw? Ntes: O 2. OBJETIVES What s yur GOAL? What s yur Gal fr Tday s aching Sessin? What have yu dne since ur last sessin? Mve frm lking at the current reality as a prblem r challenge t lking at pssibilities. A 3. ALTERNATIVES What are yur OPTIONS? What s anther ptin? Anther? Or Use an example f a time frm the past when yu slved a similar challenge. Tell me a stry abut a time yu DID d? What did yu d? What helped yu then that culd help yu nw? H 4. HOIES What WILL yu d? By When? reate an Actin Plan Adapted frm ASTD, aching Training,