EMPLOYEE COUNSELLING
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This document provides an overview of employee counselling. It defines counselling as a therapeutic process to help and support people through difficult times. Employee counselling is needed when there are issues like unrealistic targets, excessive workload, absenteeism, or performance problems. Counselling can be developmental, conducted by supervisors, or disciplinary, conducted by HR. The counselling process involves identifying needs, preparing, conducting the session, and following up. Counselling aims to be empathetic, respectful, and help employees develop action plans to improve performance and productivity.
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Employee counselling hrm
Employee counselling is a therapeutic process that provides help and support for employees facing difficulties at work or in their personal lives. It helps employees see things from different perspectives and develop action plans. There are many reasons why employee counselling is needed in the workplace, such as unrealistic targets, excessive workload, absenteeism, performance issues, and problems with work-life balance or interpersonal relationships. Effective counselling requires skills like active listening, appropriate body language, intelligent questioning, problem solving, and reflecting back to understand employees' perspectives without judgment.
Employee counselling by ( http://top10center.com )
This slide made by a group of student of Dep.t. of Public Administration ofv Jatiya Kabi Kazi Nazrul Islam University . Mymensingh , Bangladesh
Time Management & Delegation
The document discusses time management and delegation for nurses. It defines prioritization as deciding which tasks require immediate action versus those that can be delayed. Tasks are prioritized based on factors like whether they are life-threatening. The document also defines delegation as transferring responsibility for a task to another person while retaining accountability. Delegation is important due to factors like cost containment and staff shortages. When delegating, nurses must follow the four rights of delegation - assigning the right task to the right person with the right direction and supervision. Common obstacles to delegation include fear, inability to determine what to delegate, and lack of confidence.
Supervisory responsibility
This document discusses supervisory responsibilities related to safety. It covers topics like conducting safety meetings and investigations, assisting with job safety analyses, maintaining equipment and work areas, providing training, and supervising employee tasks. It emphasizes the importance of safety training for supervisors and employees, conducting inspections, documenting meetings and investigations, and using tools like job safety analyses to improve safety. Supervisors are responsible for ensuring safety compliance and accident prevention through activities such as training, inspections, investigations, and documentation.
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This document describes the author's experiences with supervision in different roles and how it relates to Kolb's learning cycle. It discusses the author's experiences supervising in the Air Force, at Target, and a casino. It reflects on lessons learned about communication, feedback, and leadership style. The author emphasizes that quality communication is important for supervision and experimenting with new skills. The document is presented using Kolb's experiential learning model of concrete experience, reflective observation, abstract conceptualization, and active experimentation.
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This document discusses setting up an effective supportive supervision system for health workers. It outlines the key components of supportive supervision, which focuses on continuous improvement rather than fault-finding. Some of the main points discussed include:
- Traditional supervision is often punitive, while supportive supervision encourages open communication and problem-solving.
- The "three Rs" of an effective system are having the right supervisors, tools, and resources. This includes training supervisors, developing checklists and job aids, and ensuring adequate transportation budgets.
- Supportive supervision aims to educate, support, and ensure quality through regular follow-ups rather than episodic visits. The goal is improving performance through coaching and mentoring.
Role of the Supervisor 2015
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Training aims to increase employees' skills and knowledge to perform jobs efficiently, while development focuses on lifelong learning and growth. Training methods like job rotation are short-term and job-focused, whereas development uses lectures and conferences for career-oriented growth. Both benefit organizations through efficient work and higher profits, while employees gain promotions, morale, and future opportunities.
Recommended
Employee counselling hrm
Employee counselling is a therapeutic process that provides help and support for employees facing difficulties at work or in their personal lives. It helps employees see things from different perspectives and develop action plans. There are many reasons why employee counselling is needed in the workplace, such as unrealistic targets, excessive workload, absenteeism, performance issues, and problems with work-life balance or interpersonal relationships. Effective counselling requires skills like active listening, appropriate body language, intelligent questioning, problem solving, and reflecting back to understand employees' perspectives without judgment.
Employee counselling by ( http://top10center.com )
This slide made by a group of student of Dep.t. of Public Administration ofv Jatiya Kabi Kazi Nazrul Islam University . Mymensingh , Bangladesh
Time Management & Delegation
The document discusses time management and delegation for nurses. It defines prioritization as deciding which tasks require immediate action versus those that can be delayed. Tasks are prioritized based on factors like whether they are life-threatening. The document also defines delegation as transferring responsibility for a task to another person while retaining accountability. Delegation is important due to factors like cost containment and staff shortages. When delegating, nurses must follow the four rights of delegation - assigning the right task to the right person with the right direction and supervision. Common obstacles to delegation include fear, inability to determine what to delegate, and lack of confidence.
Supervisory responsibility
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Supervision
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Supportive supervision
This document discusses setting up an effective supportive supervision system for health workers. It outlines the key components of supportive supervision, which focuses on continuous improvement rather than fault-finding. Some of the main points discussed include:
- Traditional supervision is often punitive, while supportive supervision encourages open communication and problem-solving.
- The "three Rs" of an effective system are having the right supervisors, tools, and resources. This includes training supervisors, developing checklists and job aids, and ensuring adequate transportation budgets.
- Supportive supervision aims to educate, support, and ensure quality through regular follow-ups rather than episodic visits. The goal is improving performance through coaching and mentoring.
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This document discusses the roles of supervisors in managing employee performance. It explores the differences between management and supervision, with supervision focusing more on overseeing employee productivity and progress. Key responsibilities of supervisors include conducting basic management tasks like planning and problem-solving, organizing departments, managing employee performance, and disciplining employees for development. Effective supervision requires setting clear performance goals, providing ongoing feedback, addressing performance issues promptly, and conducting formal performance reviews.
Training
Training aims to increase employees' skills and knowledge to perform jobs efficiently, while development focuses on lifelong learning and growth. Training methods like job rotation are short-term and job-focused, whereas development uses lectures and conferences for career-oriented growth. Both benefit organizations through efficient work and higher profits, while employees gain promotions, morale, and future opportunities.
Supervisory Responsibility Training by DOA State of Louisiana
This document discusses supervisory responsibilities for safety. It outlines that supervisors must conduct safety meetings, investigations, assist with job safety analyses, maintain equipment and work areas, provide training, and supervise employees. Safety meetings should be held monthly for Class A agencies and quarterly for Class B agencies. Their purpose is to promote safety awareness and share information. Supervisors are responsible for conducting investigations any time an incident or accident occurs. Job safety analyses break jobs into steps and identify hazards to develop safe procedures. Supervisors must ensure job safety analyses are developed when needed and used for training. Inspections of work areas must be conducted monthly for Class A agencies and quarterly for Class B agencies to identify and correct hazards. Supervisor training
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This document provides an itinerary and materials for a leadership training event at Carducci University. The itinerary includes opening and closing remarks from university administrators as well as workshops on time management and communication skills. The time management workshop will teach students practical time management techniques, how to say no to additional commitments, and the importance of self-care. The event materials include learning objectives, participant groups, and a project management plan with tasks, leaders, deadlines, and budget.
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This document discusses how to train employees to become effective supervisors. It recommends a 3 step process: 1) Ensure employees learn the technical aspects of the job, 2) Set clear expectations for transitioning into a supervisory role and teach human resources skills, 3) Follow through by modeling expected supervisory behaviors. The role of a supervisor is multidimensional, requiring skills in areas like assigning work, monitoring performance, coaching, and disciplining employees. Developing new supervisors also requires adjustments in their role, attitudes, and skills as they transition from being an individual contributor. Understanding different generations and what motivates them is also important for retention.
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This document discusses effective delegation and supervision in healthcare. It notes changes in staffing patterns with fewer RNs and more nursing assistive personnel. This forces RNs to delegate more tasks due to economic necessity. The document defines delegation as transferring responsibility for a task while retaining accountability. It discusses guidelines for determining what can and cannot be delegated based on state laws, patient needs, staff competencies, policies, and professional standards. It provides tips for RNs to develop safe delegation practices such as knowing these guidelines, the patient, staff, task, providing training, supervision, evaluation, and avoiding high-risk delegation.
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This document provides guidance for facilitating small group sessions. It discusses (1) the stages of group development from acquaintance to closure, (2) principles of adult learning, and (3) the differences between training and facilitation. The role of the facilitator is to attend to the group, clarify questions, and support participants through activities like presentations, case studies, and role plays while managing challenges and ensuring cultural competency. The overall goal is to effectively guide small groups through discussion and activities.
To T Ali Versi2.9
The document outlines an agenda for a two-day training program on facilitation skills. Day one will cover getting acquainted, basic competencies of a facilitator, learning theory, designing a learning environment, and facilitator preparation. Day two will focus on facilitating training, using audio/visual aids, and developing an action plan. Key topics include understanding different learning styles, creating an ideal learning environment, effective communication techniques like varying vocal tones and maintaining eye contact, and self-reflection on areas for improvement. The overall goal is for participants to learn how to effectively facilitate training sessions.
Facilitation skills
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This document provides guidance for trainers on enhancing their facilitation skills. It discusses identifying the trainer's personal facilitation style by relating it to elements of earth, wind, fire or water. Trainers are guided to reflect on their strengths and areas for improvement. The document also covers key principles of adult learning, such as making the training relevant, allowing mistakes, and ensuring emotional and intellectual engagement from participants. It provides questions trainers can ask participants to effectively process activities and concepts. The goal is to help trainers develop as confident, skilled facilitators who can craft impactful learning experiences.
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An interview is a formal meeting where one person asks questions of another to evaluate them. The main purposes of an interview are to see how an applicant looks, interacts, thinks and will perform on the job. There are several types of interviews, including job interviews, information interviews, persuasive interviews, exit interviews, evaluation interviews, counseling interviews, conflict resolution interviews, disciplinary interviews, termination interviews, and stress interviews. Nonverbal communication like appearance, facial expressions, posture, walking and body language are important during an interview. Common mistakes made in interviews include poor personal appearance, lack of preparation or knowledge, and poor communication skills.
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This document provides information about time management for nurses. It begins with definitions of time management and lists basic time management principles such as being organized, prioritizing tasks, and managing interruptions. It then discusses the importance of time management for nurses, noting that it allows for prioritizing patient care, reducing stress, and improving quality of care. Common time wasters for nurses like socializing and procrastination are outlined along with solutions. Overall time management techniques emphasized include setting goals, reviewing time usage, matching activities to goals, planning and prioritizing tasks, and monitoring progress.
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This document discusses effective delegation and supervision in healthcare. It notes changes in staffing patterns with fewer RNs and more nursing assistive personnel. This forces RNs to delegate more tasks due to economic necessity. The document defines delegation as transferring responsibility for a task while retaining accountability. It discusses guidelines for determining what can and cannot be delegated based on state laws, patient needs, staff competencies, policies, and professional standards. It provides tips for RNs to develop safe delegation practices such as knowing these guidelines, the patient, staff, task, providing training, supervision, evaluation, and avoiding high-risk delegation.
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This document outlines a business support plan focusing on key occupational skills and work ethics for employees, including work attendance, character and initiative, self-discipline and responsibility, teamwork, appearance and attitude, productivity, organizational skills, management, and leadership. Key aspects emphasized include arriving on time, meeting deadlines, clear communication, adhering to policies, maximizing productivity, ongoing training and development, embracing change, and motivating high performance through shared responsibility and vision. The conclusion encourages learning from failures and remaining determined.
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Basic Facilitation Skills
This document provides guidance on facilitating meetings and building team skills. It discusses the basic skills of a facilitator, including making people comfortable, encouraging participation, listening, guiding discussion, and ensuring quality decisions. It also covers facilitating the opening, discussion, and conclusion of a meeting. Specifically, it recommends reviewing minutes, setting objectives/agenda, and introductions for the opening. For discussion, it suggests keeping the group on task and addressing confusing issues. And for conclusion, it proposes identifying next steps, evaluation, and ending positively. Finally, the document offers tips for handling challenges like side conversations or inability to reach consensus.
Facilitating Small Groups
This document provides guidance for facilitating small group sessions. It discusses (1) the stages of group development from acquaintance to closure, (2) principles of adult learning, and (3) the differences between training and facilitation. The role of the facilitator is to attend to the group, clarify questions, and support participants through activities like presentations, case studies, and role plays while managing challenges and ensuring cultural competency. The overall goal is to effectively guide small groups through discussion and activities.
To T Ali Versi2.9
The document outlines an agenda for a two-day training program on facilitation skills. Day one will cover getting acquainted, basic competencies of a facilitator, learning theory, designing a learning environment, and facilitator preparation. Day two will focus on facilitating training, using audio/visual aids, and developing an action plan. Key topics include understanding different learning styles, creating an ideal learning environment, effective communication techniques like varying vocal tones and maintaining eye contact, and self-reflection on areas for improvement. The overall goal is for participants to learn how to effectively facilitate training sessions.
Facilitation skills
Facilitation Skills for Train the Trainer (TTT) Programme
Facilitation is an art and science and can be learned and improved upon with practice and it is a required skill for any project or team manager.
A fresh approach to staff meetings handout (2)
Regular staff meetings are important for continuous improvement. Meetings should follow an agenda, with time allocated for each item and a timekeeper. The agenda should have a clear purpose and incorporate best practices. A welcoming environment and refreshments can keep staff energy up. Opportunities for social interaction, recognition, and discussion allow staff voice and build relationships. Meetings work best with warm and supportive climates where staff feel invested in each other's success.
Enhancing facilitation skills
This document provides guidance for trainers on enhancing their facilitation skills. It discusses identifying the trainer's personal facilitation style by relating it to elements of earth, wind, fire or water. Trainers are guided to reflect on their strengths and areas for improvement. The document also covers key principles of adult learning, such as making the training relevant, allowing mistakes, and ensuring emotional and intellectual engagement from participants. It provides questions trainers can ask participants to effectively process activities and concepts. The goal is to help trainers develop as confident, skilled facilitators who can craft impactful learning experiences.
LEAP Final Presentation
This document summarizes research into improving engagement among knowledge workers through workplace design changes. Interviews were conducted with faculty from different backgrounds about how relocation impacted their engagement. Responses were mixed, with newer professionals feeling more accepted after changes while more experienced workers felt little impact or negative effects. Observation of an experiment with a "hollow square" workspace design provided lessons on how lighting, location and tasks can influence engagement. A proposed new design emphasizes central lighting, placement of managers, and customization options to simplify engagement, especially for targeted personas. Future considerations include implementing the design in offices, observing different settings, and gaining outside perspectives.
Trials and tribulations of transition
The document summarizes the results of a survey on employee transitions to new roles within different companies. 25 respondents from various industries and management levels participated in the survey. The survey focused on the purpose of employees' moves to new roles, their key concerns during transition, the support they needed, and typical frustrations in early days. It also discussed initiatives that helped transitions as well as the importance of onboarding programs and immediate manager support for successful transitions. Overall, the document outlines the challenges of employee transitions and provides recommendations for effective onboarding practices to aid in employee integration and retention.
Interview students
An interview is a formal meeting where one person asks questions of another to evaluate them. The main purposes of an interview are to see how an applicant looks, interacts, thinks and will perform on the job. There are several types of interviews, including job interviews, information interviews, persuasive interviews, exit interviews, evaluation interviews, counseling interviews, conflict resolution interviews, disciplinary interviews, termination interviews, and stress interviews. Nonverbal communication like appearance, facial expressions, posture, walking and body language are important during an interview. Common mistakes made in interviews include poor personal appearance, lack of preparation or knowledge, and poor communication skills.
New Supervisor Skills for Success by Kelley School of Business
The document discusses the key skills and responsibilities required of supervisors, including setting goals, demonstrating effective behaviors, making decisions, managing change, communication, delegation, and training employees. It provides guidance on tasks like prioritizing work, listening actively, giving praise and feedback, and understanding what motivates employees. The overall message is that supervisors must stay aware of company objectives, create a productive work environment, and guide their teams through decision-making, implementation of new initiatives, and change management.
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My once-a-decade update to my resume. A visual delight, sporting the best in typographic style and all the usual suspects: infographics, victorian etchings and whimsy.
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EMPLOYEE COUNSELLING
- 1. PRESENTATION ON EMPLOYEE COUNSELLING PRESENTED TO :- PRESENTED BY :- Dr.RAJUL BHARDWAJ RAHUL SAINI GURUKUL KANGARI UNIVERSITY HARIDWAR
- 2. EMPLOYEE COUNSELLING COUNSELLING COUNSELLING IS A THERAPEUTIC PROCESS OF PROVIDING HELP AND SUPPORT TO PEOPLE TO FACE AND SAIL THROUGH DIFFICULT TIMES IN LIFE. IT HELPS PEOPLE TO SEE THINGS FROM A DIFFERENT VIEWPOINT AND ENCOURAGE THEM TO DRAFT THEIR ACTION PLAN.
- 4. NEED FOR EMPLOYEE COUNSELLING AT WORKPLACE WHEN Unrealistic Targets Excessive Workload Absenteeism and Late Coming Lack of awareness of policies & procedures Performance Issues Slipping Deadlines Career Problems
- 6. Face to Face communication Conducted by Immediate Supervisor Starts with a verbal discussion Ends with draft plan of action First action step
- 7. Pre Penalization Conducted By Human Resource department Starts with a warning/letter Ends with draft plan of action Second action step (if developmental counselling fails)
- 8. Need for counseling can be identified by HR as well as supervisor. HR discusses the issue with the relevant supervisor and continuously ask for feedback Discuss and agree a plan of action with supervisor. Schedule and jointly conduct the counseling session Conclude the counselling session with warning (if required) Follow-up the action plan and feedback to the supervisor Monitor developments
- 9. EVALUATIVE – Make judgments based on what you have heard and suggest answers. 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. INTERPRETATIVE – Interpret what you have heard without checking the accuracy of what you have heard.
- 10. The best counselor uses a combination of reflective and probing responses as this encourages staff to think through a problem and come with own solution Ultimately, the best style is the one which suits your situation
- 12. Observe the situation, events or issues Compare the current situation with the desired one Focused and two way communication Interactive session
- 13. Select a suitable place and notify the time. Notify the concern members well in advance. Organize Information. Outline the session components. Plan your counselling strategy. Establish the right atmosphere.
- 14. Opening the session Discussing the issue Developing the plan of action Recording and closing the session
- 15. Support subordinates to implement their plan of action Review plan of action to determine if the desired results were achieved Amend the plan of action if required Measures after session include follow up counselling and informing the high-up.
- 16. Empathetic Respectful Warm Confidential Honest Attentive Listening Open Ended Unbiased Understandable Unhurried Authority
- 17. Decrease costs related to turnover, absenteeism Improvement in employee performance Increase in productivity Manage behavioural problems brought about by organizational change Helps in superior decision making Assist in understanding the situation more objectively Facilitates to look at the situations with a new perspective Motivates to search for alternate solutions to problems.
- 18. THANK YOU