Undertaking effective Supervisions and Appraisals

1. Undertaking effective Supervisions and Appraisals Saying the things that need to be said to improve performance

2. Contents • What are appraisals and supervisions? • Benefits and concerns? • What does a good meeting look like?

3. {aren’t they the same thing?} What are appraisals and supervisions

4. What are appraisals and supervisions • In groups spend 10 minutes to identify the purpose of… • Supervision meetings • Appraisal meetings • Are they the same thing? • Are they different? • Why do we need them?

5. What is an appraisal A formal meeting Normally 1-2-1 Based on a clearly defined agenda Focused on evaluating performance Infrequent (yearly or bi-annual) Setting general, longer term goals and objectives

6. What is a supervision Focused on short term goals and issues Based on an agreement Formal agenda Centered around supporting employees Covers a wide range of goals and issues A formal record of development and support

7. Supervisions in practice “‘Providers must put appropriate arrangements in place for the supervision of their staff. Effective supervision should support, coach and train the practitioner and promote the interests of children. Supervision should foster a culture of mutual support, teamwork and continuous improvement which encourages the confidential discussion of sensitive issues, and the immediate reporting of any grounds for concern about a child’s welfare and safety.” The draft consultation document for the Statutory Framework of the Early Years Foundation Stage (July 2011)

8. Appraisals and Supervisions Organisational Goals Team Goals Agreed in Appraisals Individual Goals Evidence of support Development Reviewed in Supervisions

9. Areas of focus • Appraisal • Review previous objectives and whether these have been met • Review of supervision notes throughout the year • Praise achievements in the last 12 months • Look at current role and responsibilities • Give constructive feedback on areas of difficulty • Look at the required professional skills and knowledge and identify any development needs • Agree new objectives for the next 12 months • Plan and agree actions • Supervisions • Discuss issues or difficulties • Identify solutions to address issues • Be coached in tackling issues as they arise • Review work and workload • Explore feelings • Develop practice and competencies • Plan future action • Ensure every child’s safety and wellbeing • Focus on individual children and their development and progress • Monitor standards

10. Frequency • Appraisal • Minimum of annually • Normally bi-annually • Last around 1 hour per employee • Supervisions • New starters every two weeks • After probation period move to monthly • Last around 20 to 40 mins depending

11. {its easier said than done} Benefits and concerns

12. Benefits and Concerns • In your groups spend 10 minutes to identify what are the Benefits, and Concerns of undertaking Supervisions with individuals

13. Supervision Benefits Formally records help given Records where problems have been identified Supports the employee with difficult problems Keeps employees focused on doing the right things Reviews employee performance Ensures consistency in approaches Managers can assess employee understanding of key policies Spot problems early and tackle them Avoids issues being swept under the carpet Plans for future actions

14. Supervision Concerns • Can be confrontational • Can uncover hidden poor performance • Can be time consuming • Difficult to undertake when things are good • Can become routine and meaningless • Employees do not like being measured/recorded • Relies heavily on interpersonal skills of supervisor • Employees do not like to discuss own weaknesses • Manager may not keep promises of support • Can be seen as policing activity

15. Why don’t we like having tough conversations? In your groups spend 10 minutes considering why we don’t like challenging other peoples behaviour or criticising them

16. Why we don’t do them • Time • Understanding of how to do it • Confidence in our own ability • Trust between employees and managers • Skills (questioning etc) • Conflict • Fear of being disliked • Age differences

17. {go on then, what should I do?} What does a good meeting look like?

18. It’s a journey……….

19. Rules Get on with it – timing is important Pick a neutral venue Avoid prejudgments - perceptions Don’t make it personal or accuse Be factual and question Focus on a solution not the issue Make notes Follow it up

20. 5 step process

21. Stage 4

22. Core skills - questioning

23. Observable listening • Do - • Use supportive and encouraging gestures, such as nods of the head and smiles • Make eye contact: look at the speaker directly without staring • Take notes: jot down key words and use these for later questions • Look interested by facing the speaker, altering your facial expression and staying relaxed and calm • Don’t - • Modify the message you hear to suit your own view • Be pre-occupied with your own problems • Make up your mind too quickly without hearing the whole story • Become anxious about what you are hearing and over-react • Be prejudicial and listen with a closed mind

24. Suggested openers "I’d like to talk about ____________ with you, but first I’d like to get your point of view." "I need your help with what just happened. Do you have a few minutes to talk?" "I need your help with something. Can we talk about it (soon)?" If they say, "Sure, let me get back to you," follow up with them. "I think we have different perceptions about _____________________. I’d like to hear your thinking on this." "I’d like to talk about ___________________. I think we may have different ideas on how to _____________________.

25. Contents • What are appraisals and supervisions? • Benefits and concerns? • What does a good meeting look like?