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Perforance monitoring and conseling

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Perforance monitoring and conseling

  1. 1. Unit -5
  2. 2. Monitoring &counseling  Negative connotation of counselling.  In dealing with employees  Due to equation with clinical counselling- PROBLEM CASES!!!  Performance Counselling- Focuses on entire performance (Tasks+ Behavior) during a particular period- Not only for specific problem.  Help subordinates to analyse performances and job behaviors to increase job effectiveness.  Dyadic process  Also called “ Coaching”
  3. 3. OBJECTIVES  Realise his potential as a manager  Understand his own strengths and weakness  Acquire insight and to analyze his own behavior  Better understanding of environment  Increases personal and interpersonal effectiveness  Encourages to set goals  Encourages to generate alternatives for problems  Develop action plans for improvement  Can review his progress
  4. 4. POSITIVE COUNSELLING  This is commonly referred to as the “positive asset search.” Rather than focusing on just the problems, an effective counselor will seek to find positive assets upon which the subordinate can focus.
  5. 5. CONSTRUCTIVE COUNSELLING  This type of counseling is intended to reduce inappropriate behavior or actions. The person being counseled is given real-time feedback in a non-threatening manner in order to make adjustments concerning the inappropriate behavior or actions.
  6. 6. DEVELOPMENTAL COUNSELLING  Subordinate-centered communication that produces a plan outlining actions that subordinates must take to achieve individual and organizational goals.
  7. 7. COUNSELING  WHO IDENTIFIES THE NEED  Counselor Centered Counseling  Line Managers/Human Resources  Supervisor determined a problem  Supervisor has the solution  Supervisor takes responsibility for success of counseling session.
  8. 8.  Counselee Centered Counseling  Individual/Employee Groups  Employee Determined the problem  Employee may have the solution  Needs a platform for discussion
  9. 9. What is “Supervision”  There are several interpretations of the term "supervision", but typically supervision is the activity carried out by supervisors to oversee the productivity and progress of employees who report directly to the supervisors.  For example, first-level supervisors supervise entry-level employees. Depending on the size of the organization, middle-managers supervise first-level supervisors, chief executives supervise middle-managers, etc.  Supervision is a management activity and supervisors have a management role in the organization.
  10. 10.  Supportive Supervision is an attitude first and a process second. It is the creation of an environment that allows staff to develop professionally and enhances performance of staff regardless of current level of performance or professional expertise
  11. 11. What Do Supervisors Do?  Supervision of a group of employees often includes 1. Conducting basic management skills (decision making, problem solving, planning, delegation and meeting management) 2. Organizing their department and teams 3. Noticing the need for and designing new job roles in the group 4. Hiring new employees 5. Training new employees 6. Employee performance management (setting goals, observing and giving feedback, addressing performance issues, firing employees, etc.) 7. Conforming to personnel policies and other internal regulations
  12. 12. Rights of Supervisors  The rights of supervisors include the right to assign work to employees under their supervision consistent with job classifications, the right to hold subordinates accountable for the work assigned, and the right to evaluate how effectively such subordinates perform.  They also have the authority to approve and disapprove requests for time off in accordance with both organizational and employee needs.
  13. 13. Responsibilities of Supervisors  The responsibilities of supervisors include becoming familiar with the attendance rules which affect the employees they supervise and the collective bargaining agreement(s) which pertain to them.  It also includes the application of these rules in a fair and consistent manner. All employees should be instructed on the rules, should be given their appropriate share of the assigned work, and should be evaluated on the basis of how well they perform.  Supervisors are responsible for assuring that subordinates know how to do their work safely, and do so, and that they have the materials, tools, and other means necessary to perform their work at a satisfactory level.
  14. 14.  Supervisors should constantly remind themselves that the inconsistent application of work rules, especially attendance rules, and the uneven distribution of work are major factors in the creation of low morale among employees. When these negative morale factors exist, they have an impact within a particular work unit, and within the total organization, as employees compare their relative treatment to other departmental employees and/or to employees in other organizational units.
  15. 15. Resources for Supervisors  The resources for supervisors include copies of collective bargaining agreements, policies, and procedures, as appropriate; the leadership of their own supervisors; and the staff of the faculty/staff relations, personnel, and payroll offices.  Additional "tools" are available which can greatly assist supervisors in meeting their obligations if these tools are properly used. They include performance evaluation, counseling, and discipline.
  16. 16. CORE SKILLS IN SUPERVISION  1. Problem Solving and  2. Decision Making  1. Define the problem This is often where people struggle. They react to what they think the problem is. Instead, seek to understand more about why you think there's a problem
  17. 17. Coaching & Mentoring  The main reasons why organizations need coaching and mentoring activities are as follows:  To maximize knowledge transfer  To increase the skill levels  For succession planning
  18. 18.  To increase skill levels  The coaches and mentors can very effectively transfer core skills  Customization of skills in relation to the core activities of the business is retained  Cross training of staff can be achieved
  19. 19.  For succession planning  The ability for the organization to identify ‘fast track’ candidates and prepare them for new jobs is enhanced by coaching & mentoring  Coaching & Mentoring can ensure continuity of performance when key staff leave the organization because core skills have been transferred
  20. 20. Benefits of coaching The Coach / Mentor The Employee The Department The Organization
  21. 21.  Benefits to the Coach / Mentor can be described as:  Job Satisfaction  Further development of own skill level  Involvement in strategic activity
  22. 22. Coaching  Probably the most common form of informal training is job coaching. 1. The supervisor, or some other expert at the subject matter or skill, tells the employee how to do something. 2. The employee tries it. 3. The expert watches and gives feedback. 4. The employee tries it until he or she gets it right.
  23. 23. The Coaching Process  Step 1. Prepare the learner. Offer an explanation of what to do. Barriers to effective coaching include the learner's fear of change or of appearing incompetent. The learner might be defensive. The supervisor can help the learner to relax by empathizing with him or her. Find out what the learner already knows. Proceed from the familiar to the unfamiliar.  Step 2. Demonstrate the operation. Demonstrate how to do it. Explain to the learner exactly what is being done during a demonstration, moving from the simple to the complex. Allow the learner the opportunity to ask questions. Explain the relationship between what the learner is doing and the overall operation.  Step 3. Create a positive atmosphere. Give positive reinforcement to the learner. Be patient with the learner.  Step 4. Have the learner perform the operation. Let the learner participate. Active participation is essential for instilling long-term learning. Step 5. Follow up. Evaluate learning. Check up on the learner's progress to demonstrate your availability to answer questions and to discover any new problems.
  24. 24. Counseling  Counseling is a process through which one person helps another by purposeful conversation an understanding atmosphere.  It helps people to see things from a different viewpoint and encourage them to draft their action plan.
  25. 25. The Counseling Process  Step 1. Describe the changed behavior.  Step 2. Get employee comments on the changed behavior and the reason for it..  Step 3. Agree on a solution  Step 4. Summarize and get a commitment to change.  Step 5. Follow up.
  26. 26. COUNSELING STYLES  EVALUATIVE – Make judgments based on what you have heard and suggest answers  INTERPRETAATIVE – Interpret what you have heard without checking the accuracy of what you have heard  SUPPORTIVE – Offer general sympathy  PROBING – Find out more information  REFLECTIVE – Try to feed back your listener’s perception of what has been said in order to check its accuracy.
  27. 27. Problem Solving  Problem solving has been defined as a higher-order cognitive process that requires the modulation and control of more routine or fundamental skills  Perceive your Problems.  Look at Problems Practically.  Problems have a limited Life Span.  Problems have both Negative and Positive Reaction.
  28. 28. Problem-solving techniques These techniques are usually called problem solving strategies. Some of these are:  Abstraction: solving the problem in a model of the system before applying it to the real system  Analogy: using a solution that solved an analogous problem  Brainstorming: (especially by using groups of people) suggesting a large number of solutions or ideas and combining and developing them until an optimum solution is found
  29. 29.  Analyzing the Problem  Defining the Problem  Identify the Causes  Generating Solutions  Decision
  30. 30. Analyze the Problem  Key Issues.  Ideal Outcomes.  Avoid Judgments
  31. 31. Defining the Problem  Why it is Problem?  What type of problem is it ?  How urgent is the problem?  What are the consequences ?
  32. 32. Causes  Mindset  Need  Environment  Inability  Lack of Experience
  33. 33. Generating Solutions  Optimal Solution  Maximum Gain / Minimum Loss  Predictions (Trial and Error)
  34. 34. Decisions  What is the probability of success?  Be Confident  Avoid Dilemmas  Forecast  Choose alternative which best meets the criteria.

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