Handouts Pack: Moving into Management
Transcript of Handouts Pack: Moving into Management
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
Moving Into Management
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: 17/01/2018
This Handouts Pack can be made
available in accessible formats:
Please ask for details
Handouts
Pack
Releasing potential through
learning and development
2
© Directory of Social Change 2017 M Phillips/SSI
Handouts Pack Contents
ABOUT YOUR TRAINER/FACILITATOR ....................................................................... 3
FUNDAMENTALS OF TEAMWORK CULTURE ............................................................ 4
MANAGEMENT AND LEADERSHIP .............................................................................. 5
GUIDELINES FOR SUPPORT AND SUPERVISION ...................................................... 8
MAKE SUPERVISION SUPER .............................................................................................. 9
SUPERVISION AGREEMENTS AND AGENDAS ........................................................ 10
SUPERVISION AGREEMENT ................................................................................................ 10
SAMPLE SUPERVISION AGENDA ......................................................................................... 10
AUTHORITY AND DELEGATION: AN OVERVIEW ..................................................... 11
NINE STEPS TO EFFECTIVE DELEGATION .............................................................. 13
TOP TIPS FOR DELEGATION ...................................................................................... 14
DECISION-MAKING CHECKLIST ................................................................................ 16
MOTIVATION MATTERS .............................................................................................. 18
TOP TIPS FOR MOTIVATING TEAMS ......................................................................... 19
TOP TIPS FOR COMMUNICATION .............................................................................. 21
STRATEGIES FOR BUILDING TRUST AND RAPPORT ............................................................... 21
TECHNIQUES FOR BUILDING RAPPORT ............................................................................... 22
EFFECTIVE AND INEFFECTIVE LISTENING .............................................................. 23
TOP TIPS FOR GIVING EFFECTIVE FEEDBACK ....................................................... 25
DO’S AND DON’TS OF GIVING FEEDBACK .............................................................. 26
TOP TIPS: MANAGING POOR PERFORMANCE ........................................................ 27
MANAGING POOR PERFORMANCE .......................................................................... 29
USEFUL RESOURCES ................................................................................................. 31
STAY CONNECTED ...................................................................................................... 32
Releasing potential through
learning and development
© Directory of Social Change 2016 M Phillips/SSI
3
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:
Releasing potential through
learning and development
4
© Directory of Social Change 2017 M Phillips/SSI
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
Releasing potential through
learning and development
© Directory of Social Change 2016 M Phillips/SSI
5
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
Releasing potential through
learning and development
6
© Directory of Social Change 2017 M Phillips/SSI
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
Releasing potential through
learning and development
© Directory of Social Change 2016 M Phillips/SSI
7
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
● ● ●
Releasing potential through
learning and development
8
© Directory of Social Change 2017 M Phillips/SSI
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.
Releasing potential through
learning and development
© Directory of Social Change 2017 M Phillips/SSI
9
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
● ● ●
Releasing potential through
learning and development
10
© Directory of Social Change 2017 M Phillips/SSI
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
Releasing potential through
learning and development
© Directory of Social Change 2017 M Phillips/SSI
11
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
Releasing potential through
learning and development
12
© Directory of Social Change 2017 M Phillips/SSI
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
● ● ●
Releasing potential through
learning and development
© Directory of Social Change 2017 M Phillips/SSI
13
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.
Releasing potential through
learning and development
14
© Directory of Social Change 2017 M Phillips/SSI
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
Releasing potential through
learning and development
© Directory of Social Change 2017 M Phillips/SSI
15
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
● ● ●
Releasing potential through
learning and development
16
© Directory of Social Change 2017 M Phillips/SSI
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
Releasing potential through
learning and development
© Directory of Social Change 2017 M Phillips/SSI
17
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?
Releasing potential through
learning and development
18
© Directory of Social Change 2017 M Phillips/SSI
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.
Releasing potential through
learning and development
© Directory of Social Change 2017 M Phillips/SSI
19
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
Releasing potential through
learning and development
20
© Directory of Social Change 2017 M Phillips/SSI
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
● ● ●
Releasing potential through
learning and development
© Directory of Social Change 2017 M Phillips/SSI
21
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
Releasing potential through
learning and development
22
© Directory of Social Change 2017 M Phillips/SSI
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
Releasing potential through
learning and development
© Directory of Social Change 2017 M Phillips/SSI
23
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
Releasing potential through
learning and development
24
© Directory of Social Change 2017 M Phillips/SSI
▪ 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
Releasing potential through
learning and development
© Directory of Social Change 2017 M Phillips/SSI
25
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'
Releasing potential through
learning and development
26
© Directory of Social Change 2017 M Phillips/SSI
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
Releasing potential through
learning and development
© Directory of Social Change 2017 M Phillips/SSI
27
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.
Releasing potential through
learning and development
28
© Directory of Social Change 2017 M Phillips/SSI
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
Releasing potential through
learning and development
© Directory of Social Change 2017 M Phillips/SSI
29
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
Releasing potential through
learning and development
30
© Directory of Social Change 2017 M Phillips/SSI
▪ 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?
Releasing potential through
learning and development
© Directory of Social Change 2017 M Phillips/SSI
31
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.
Releasing potential through
learning and development
32
© Directory of Social Change 2017 M Phillips/SSI
Stay Connected
30 Vicarage Road
London
E15 4HD
07949 826881
For details about other courses available, visit:
www.mikephillipstraining.co.uk
Follow Mike Phillips Training on:
http://mikephillipstraining.blogspot.co.uk/
www.facebook.com/MikePhillipsTraining
www.linkedin.com/in/mikephillipstraining
www.twitter.com/MikePTrain
● ● ●
“Learning is a treasure
that follows
its owner everywhere.”
Chinese Proverb
● ● ●