Investors in local leaders

Day 1

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.

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

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!

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.

Person Centred Planning in

a Business Environment

What do you see?

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.

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.

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

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

Leadership Styles

Use of authority By manager

Area of freedom For staff

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?

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

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.

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

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

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.

Investors in local leaders

Day 2

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.

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

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!

The Role of Supervision/1:1 in

Managing Change and Performance

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)

Good practice necessitates

being reflective

“time and attention given to mulling over the experience and learning from it”

Eileen Munro: A Child Centred System

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.

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)

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

What are the key qualities of

a good supervisor?

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

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]

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

Types of Supervision/ 1 to 1

PLANNED

INFORMAL FORMAL

AD HOC

Supervisory/1:1 Methods

• Discussion

• Examining the supervisee’s work records

• Observing the supervisee’s work with service

users

• Co-working

• Group supervision

Kolb’s Four Stages in Learning

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

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

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!!!

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?

Motivating Staff and

Challenging Performance

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

smoothing

withdrawing

compromising

problem

solving

forcing

Practice Exercise

Managing Conflict

Evaluation

With your consultant –

• Identify your top tips to take back to your

manager for further discussion,

development and action planning.