app supervisors' half day prog
TRANSCRIPT
WELCOMEApprentice Supervisor half day
training programme
with
STEWART LANE
AgendaTiming Activity
13.30 Welcome and introduction to programme, house keeping Aims & objectives, Participant expectations
13.45 A day in an apprentice’s life – planning a productive day
14.00 Transition to work – adapting to the world of work
14.15 Successful inductions – setting boundaries – motivation and how toSustain it and performance management
15.30 Break
15.45 Coaching approaches to motivation
16.50 Review of afternoon’s training
17.00 Close
This half day course has been designed to assist Apprentice Supervisors in their supervisory role, and provide some basic techniques and methodologies from a coaching perspective in: Motivating apprentices Introducing them to the world of work Stimulating their participation in everyday work practices and culture.
Methodology for induction, rapport and apprentice role parameters
Managing expectations, setting boundaries Techniques for motivating apprentices Basic coaching approaches Performance management
Key Learning Objectives:
Introductions: Who’s In The Room?
• Your name
• Your role
• Your company
• Expectations for today
How would you like to work together?
Confidentiality - Chatham House rules
Mobile phones off/ on silent
Honesty
Commitment to the programme and process
Flexibility
Time Keeping - not keeping others waiting
Listening
Respect
Non Judgmental
Apprentice Supervisors
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A day in the life of an apprentice
Planning a productive day
Typical day in the life of your apprentice (activity )
All Behaviours are LEARNED
Typical day in the life of your apprentice (activity )
Complete an individual “day in the life of” workload analysis template
Discuss your results in small groups and prepare to feedbackyour collective analysis and related key findings or issues in plenary
As a group we will explore a generic apprentice’s day as a pie chart on flip chart sized paper for display
Typical day in the life of your apprentice (activity )
Things to consider: What are the activities your Apprentice will be engaged in from waking to sleeping? for example – dressing, travel, work duties, learning new skills, practicing new skills, eating, personal chores, entertainment etc How much time might be devoted to each activity? What might be the level of satisfaction attached to each activity What might be the overall level of satisfaction for the day?
Work activity timetable
Sample output of a “Day In the Life Of” (activity)
Effectiveness rating
Morning
•
•
•
•
•
Afternoon
•
•
•
•
•
Learning new skills
•
•
•
•
•
Ready for work1/2 hour
Evening entertainment
5 hours
Regular duties3 hours
Learning newskills1/2 hour
Not usefully engaged
? hours
Lunch
1 hour
Travel 1 hour
Personal chores1 hour
“Day In the Life Of” (activity) – note down your observations from previous activity . Are there any sizable gaps in the workday of your apprentice where they are not practically engaged or left to their own devices?
Key observations
•
•
•
•
•
Opportunities
•
•
•
•
•
Issues
•
•
•
•
•
Transition to work – adapting to the world of work
We are creatures of habit
The brain and body are designed to create autonomic functions so that we don’t keep
having to learn the same things
Both mental and physical patterns become hard-wired through repetition
Thought and behaviour patterns start from a very early age
They influence how we see the world
They influence how we see ourselves
Transition to work – adapting to the world of work
There has to be a compelling enough reason for adults to be willing to learn new
behaviours and attitudes
They have to be convinced it is worth the effort
They have to believe that the desirable outcome is likely to happen
Any risk factors need to be mitigated by a worthwhile outcome
Every thought you have has its own neural pathway. The more attention the thought is given, the more ‘hard-wired’ the thought or belief becomes
Your hormonal systemgives your feeling reactionto ideas and experiences
Pituitary
Pineal
Thyroid
Thymus
Pancreas & Outer Adrenals
Testes & ovaries
Kidneys & inner Adrenals
Important considerations to bear in mind
Each human being sees the world and their place in it in a unique and different way
Never assume that someone else can read your mindNever assume that what makes sense to you automatically makes sense to someone elseNever assume that what is logical to you is logical someone elseNever assume that your values are necessarily shared by another or universally heldNever assume that others think the same way as you do or that there is something wrong with them if they don’t
Never assume…
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Working practice and culture
Setting Boundaries
Successful Inductions/ sustained engagement
Motivation
Performance management
Tips for setting boundaries
Personal Check your own feelings/stress levels/ emotions before you start your meeting. Be clear in your own mind about what is acceptable behaviour and conduct and what is not. Not being clear and firm can be read as tacit agreement to flouting boundaries.
Be friendly but firm from the start by outlining what you can achieve together. It is better to come across as less friendly at the start and warm up as the relationship progresses. It’s hard to get tougher further down the road.
Organisational
Be clear about your/ the company’s expectations regarding time keeping, professional conduct, dress code etc Inform apprentice of any particular professional relationships that directly affect her/him such as a buddy or line manager and what these roles will mean to them. Make sure any buddy or line manager have their own guidelines to follow on relational boundaries
Before a successful induction can be created and/or rapport built, we need to consider some of the background to an apprentice’s previous experiences:
− List the characteristics of the school/HE education environment that they have just left
− What was required of them?
− List the characteristics of the work environment they are about to enter or have entered
− What is required of them?
What might they be gaining through work?What might they be losing through work?
What creates a successful induction & sustained engagement?
In small groups, brainstorm your ideas
for a new apprentice’s induction that would be:
Informative
Welcoming
Clear about what is expected
Motivating
A successful induction – sustaining engagement
The welcome, including who we are and what we do
‘Tell me about yourself’ – based on discovery questions
How we all work together and why
What you (the apprentice) will be doing
What your day will look like
Who’ll be looking after you and working with you
Contracts (including Camden’s Code of conduct for apps) and why we make them
How we can help you meet your goals
Performance management criteria and when PM review will take place
Employee complaints procedure and employer disciplinary procedures
Any other questions?
Discovery questions - to help you build a better understanding of what matters most to your apprentice
What do you want (from life/work/hobbies etc)? Encourage him/her to talk
positively about what s/he hopes to achieve and what matters most to him/her When and where do you want this? How do you think work will help you achieve this? What do you think you’ll need to do to get the best experience from work? Is there any help you need with that right now? Would you be able to ask for help should you need it? How do you think you would feel if you achieved what matters most to you? What might that lead to?
Motivation
Brain storm in small groups:
What are the key factors involved in motivation? What are the key factors involved in de-motivation?
Capture your ideas on flipchart paper
Motivation
The 4 Prime motivators for human beings are:
Unconditional Love or Acceptance Health and Vitality Creativity Satisfaction/Contentment
Key de-motivators are:
Boredom Low self-esteem, poor self confidence and self image Negative self-talk Fear of taking any risks
The de-motivators are the cause of most people’s ‘bad habits’ and typically are default patterns of behaviour.Often we return to these old patterns when under stress
Motivation
Brain storm in small groups:
What might keep an apprentice motivated in the workplace? What might cause an apprentice to become de-motivated?
Capture your ideas on flipchart paper
Guide to considering your apprentice’s role
It is important to consider upfront what are prerequisites and what can be acquired. This can also be used as a soft-outcomes indicator and a way of offering encouragement and identifying progress to the apprentice
Aspects of the role
Mindset (think, feel)
Behaviour (say, do)
Interpersonal skills
Technical skills
Knowledge
What will they be doing?
What kind of attitude is required? Do they have it already? How do they need to develop in this area?
Which behaviours are appropriate for their role? Any development needed?
Which skills are needed for their role and to fit in? Any development needed?
What skills do they have? What skills must they acquire? How are they progressing?
What knowledge do they need to start? What must they acquire? How are they progressing?
Motivation - tips
Know ‘what matters most’ to your apprentice (see discovery questions) Help them see links between their own goals, ambitions and ‘what matters most’ to them and their work and role. If dealing with any kind of disciplinary issue, first of all help them to see the connection between their actions and the impact it has on what matters most to them. Use the ‘guide to considering your apprentices role’ to offer praise where its due, and identify areas of weakness for development and then agree a development plan with them. Have regular meetings to discuss their work and progress Use coaching as a method of introducing accountability
Performance management:
Planning a meetingThe apprentice/reviewee must know at the outset what is expected of them
Performance management:Objective setting Focus on priorities for the individual Objectives should be time bound, challenging and achievable Different timescales for different objectives No specified number or type Reviewers responsible for ensuring rigour Reflect the need for a satisfactory work-life balance Reflect experience and aspirations
Objectives Should Contribute to the organisation’s culture and business/ operating objectives and be determined with regard to: the reviewee’s job description any relevant pay progression criteria relevant team, department, or organisational objectives a satisfactory work/life balance the reviewee’s professional aspirations relevant professional standards
Performance management:
Performance criteria This should show what success will look like at the end of the cycle (ie when the next PM review is scheduled for) The basis on which performance will be assessed If this assessment will form the basis for a recommendation on pay progression Applied appropriately in terms of equal opportunities considerations Performance criteria need to be determined at the planning meeting which relate to: The objectives Observation of the reviewee’s performance by line manager Any other evidence to be taken into account What does success look like?
Performance management:
Observation and Other evidence The Performance Management policy should include a protocol for observation The organisations Performance Management policy should link to arrangements for team improvement, self-evaluation and any development planning Observation Guidelines Observations should be agreed before hand, limited to a set time a number during any PM cycle Only persons with direct professional knowledge of the work of the apprentice can provide evidence. Written feedback given on observation within 5 days
Performance management:
MonitoringThere is a regulated process for raising concerns Regulatory provision for raising other concerns or where circumstances changeClear right of appeal Should includeProfessional dialogue throughout the yearShare evidence when it becomes availableEither party can request a meeting during the cycleMove from Performance Management into capability procedures if/when necessary
ReviewThere should be no surprises At the review meeting, review performance against the performance criteria established at the outset or previous PM meetingReview statements should be kept on file for a specified period (ie: 2 years, 5 years, 6 years etc) from the end of the cycle
Performance management:
Form headings Review from previous cycle brought forward WWW/EBI – further actions Discussions points New Objectives Priorities Skills and training needs Next steps Other significant points Sign
BREAK
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Coaching
So what is coaching?
“Coaching focuses on future possibilities, not past mistakes”
“Unlocking a person's potential to maximise their own performance, helping them to learn rather than
teaching them”
Gallwey, 2000
How does change work?
“Change is a two part process.
Unlearning one pattern/old-self habit and replacing it with
a new one”
It is important to focus upon what is desired rather than what is not desired
Coaching is:
Skills & techniques that ensure coachee refines own performance and ideas Facilitation and problem solving - provides clever structures Quality plans and actions to reach meaningful measurable goals Giving responsibility to the coachee to provide their own answers Providing perspective and feedback Facilitating the the performance, learning and development of another Providing inputs for new ways of doing things
Coaching principles:
Coachee is resourceful and can resolve own problems
Solution focused and empowering but not doling out advice
Creates vision, mission and objectives
Developing confidence to act
Creating change through action
Believe in your coachee’s potential
The art of asking questions
We want to ask questions that can be used to pursue thought in many directions. We want to help a coachee to explore their own ideas, to open up problems, to uncover assumptions and to distinguish what we know from what we don't know. Good questioning helps a person unravel their thoughts and beliefs to see whether they still serve a useful purpose and to explore new ideas they can embrace they support what they are trying to do.
The art of asking questions
Questioning can be used to pursue thought in many directions and for many purposes, including: to explore complex ideas, to get to the truth of things, to explore problems, to uncover assumptions and to distinguish what we know from what we don't know.
Coaching questions are systematic, disciplined and focus on fundamental concepts, principles, theories, issues, or problems.
The art of asking questions
The process:1. clarify their thinking e.g., ‘Why do you say that?’, ‘Could you explain further?’2. Challenging assumptionse.g., ‘Is this always the case?’, ‘Why do you think that this assumption holds here?’3. Determining the evidencee.g., ‘Why do you say that?’, ‘Is there reason to doubt this evidence?’4. Exploring alternative viewpoints and perspectives e.g., ‘What is the counter argument for?’, ‘Can you see this another way?’5. Examine the implications and consequences e.g., ‘But if...happened, what else would result?’, ‘How does...affect...?’6. Question the question e.g., ‘Why do you think that I asked that question?’, ‘Why was that question important?’, ‘Which of your questions turned out to be the most useful?’
Negative self talk
One of the greatest blocks to moving forward is our negative self-talk
What is negative self-talk? What examples of it can you think of? What personal examples do you have? How do you normally deal with your own negative self-talk? Does your negative self-talk stop you from doing things?
Coaching activity - negative self-talk tool
45
Think of something important that you have wanted to achieve for some time, but as yet have not had much or any success. Write it down.
What skills or resources do you have that could support you achieving your goal?
List some of your negative self-talk that is getting in the way
Which negative thoughts are absolutely true and which are not?
What are the actual obstacles to you reaching your goal?
Agree some actions you can take now that are positive steps towards achieving your goal.
How important is your goal to you? Is it worth changing some negative beliefs in order to achieve it?
Coaching activity
Read through and answer the negative self-talk tool
In pairs, take turns to coach each other
The first coachee talks the coach through the sheet
The coach asks the coachee the challenging beliefs questions
Remember to listen carefully and ask questions, but don’t give
advice or tell your coachee what to do
See if you can help your coachee to identify from the top right
hand box of the self-talk tool some positive, affirming qualities and
attributes
See if you can help your coachee agree to some steps/ goals that
will help them take action towards their objectives.
Planning – in small groups:
How will you implement today’s learning in your workplace?
What has been of most value to you? What might you do differently? What words or phrases do you remember? What were the key points?
Review of the day
What went well? Even better if?