Professional Development through coaching by sepervisor
Professional Development
Supervisors need to devise opportunities
for employees, particularly
professionals, to keep
learning and growing, for five reasons.
It:
1. Enables people to keep abreast of changes in technology and issues and factors that affect recordkeeping
2. Brings in new ideas that modify and strengthen the program
3. Promotes personal growth, a factor in employee job satisfaction, motivation motivation, and incentive
4. Strengthens the basis for advancement and promotion to higher, more challenging positions
5. Serves as one basis for attracting applicants who will find the prospect of professional development
Appealing
Employee Development
1. Establish expectations that people will take initiative to selfdevelop, through their own reading, discussions, professional engagement, and in other ways.
2. Encourage professionals to become CRMs and to undertake educational activities to maintain their certification as part of their development plans
3. Develop a written program policy about development that sets expectations for what the
program will do, and what employees are expected to do and to contribute
4. Include professional development in staff members’ annual work plans and use annual performance evaluations to assess progress and identify future needs and opportunities.
5. Balance the program’s priority needs.
6. Share responsibilities for program- wide development initiatives with the people who will be
most affected
7. Get help from the organization’s human resources (HR) office or department
8. Include in the blend low-cost, continuous learning, and growth forums and opportunities
9. Look to professional associations for opportunities
10. Colleges and universities offer relevant courses on campus and online.
11. Consultants can also be useful in staff development
Supervisor as Coach
The best managers/supervisors
use a coaching style: they work with
their staff members to establish performance
plans; guide, discuss, encourage,
impart wisdom, and
generally help them to achieve as part
of the team; correct them, head off inappropriate
behavior, deliver constructive
criticism, and encourage
better approaches when they are
needed.
Coaching is a style of supervision
and it needs to be done within the performance
appraisal system. A good
coach/supervisor refers to the performance
plan as the document that
sets expectations that the employee is
trying to achieve and that the coach is
trying to foster. The mid-point and
end-of-year meetings should focus on
topics already familiar to both coach
and employee because of their interactions
during the year
A coaching approach will not work
for everyone; but, with customization,
it should work for most supervisors.
The role is different from that of a
mentor, who is more of an informal
“guide at the side” who shows the employee
the ropes, serves as a role
model, and helps smooth out the rough
spots. It is different, too, from the traditional
notion of a boss
Supervisors as Coaches
1. Get them on board with the change
1. The first step in engaging managers and supervisors as leaders of change is getting them on board with the change. A manager must be supportive of a change before he or she can successfully lead direct reports through the change process. this means that managers and supervisors have sufficient Awareness and Desire around the change itself before they begin engaging their direct reports. To achieve this, the change management plan must have specific elements aimed at building support with managers and supervisors.
2. The communication plan should have a portion focused on managers and supervisors – explaining why the change is happening, the benefits of the change and the nature of the change from the manager’s perspective. These communications should start very early in the project life cycle to ensure adequate time before the managers and supervisors are asked to communicate with their reports. In addition to general change messages, specific messages about the role of managers and supervisors and how to lead direct reports should be communicated. Communications should come from preferred senders, in this case the manager’s supervisor and leadership. Two-way communications are critical with this group to allow for exchanges and feedback.
3. Specific sponsorship activities in the overall change management plan should also be focused at the manager and supervisor group. Their leaders, and in some cases the managers themselves, are part of the coalition of leaders needed to drive the change forward.
4. Finally, resistance management planning should focus on the manager and supervisor group. In Prosci’s previous benchmarking studies, the manager and supervisor group was identified as the most resistant to change. Proactive resistance management plans that address the key concerns of managers and supervisors – such as loss of control and workload issues – are required to anticipate and mitigate resistance from managers and supervisors.
5. From a change management perspective, managers and supervisors should first be treated as a group of employees impacted by the change. The first step to engage this group in their role of leading change is to ensure that they are supportive of the change and that resistance from the group has been managed.
2. Share the role you expect
. The five roles that emerged
1. Communicate with direct reports about the change
2. Demonstrate support for the change
3. Coach employees through the change process
4. Engage with and provide support to the project team
5. Identify and manage resistance
3. Build competencies
“Leading change” is a personal competency that managers and supervisors can build. And, the competency is not necessarily natural. It takes a particular set of skills to lead a group of employees through a change process. Many times, there are great managers who struggle in times of change. Appreciating “leading change” as a unique personal competency and working to build that competency in managers and supervisors is a critical step, and one that is often overlooked.
When “leading change” is recognized as a personal competency that can be built by managers and supervisors, organizations can begin providing training and professional development opportunities for this critical group. In times of change, having managers and supervisors that are also great leaders of change is central to success
4. Provide tools
Managers and supervisors not only need competencies in leading change, they need tools to help them help their people in times of change. Many times, the tools needed to manage change are different than the normal tools managers are familiar with using.
There are a number of additional tools that should be provided to managers and supervisors as they are engaged as leaders of change, including:
Communication packets - Communicator was one of the five roles of managers and supervisors in times of change identified in the research. But what messages need to be communicated? Managers and supervisors should be provided with simple but comprehensive communications packets that contain the project information they are expected to convey to their direct reports.
Resistance management tools and tips - Resistance manager was another of the five roles of managers and supervisors, and the one that research participants identified as needing the most improvement. Tools that help managers and supervisor know what resistance might look like, where it is likely to show up and how to identify root causes of resistance are beneficial. Tips and suggestions for addressing resistance when it does occur in a proactive and effective manner can help managers to engage front-line employees.
Guidelines on how to measure performance - Changes are only successful when employees do their work in a different way, as prescribed by the project or change initiative. Managers and supervisors are in the best location to identify if changes are taking hold, and you can provide them with additional tools for understanding if a change is taking hold and if employees are "complying" with the new way of doing their jobs.
5. Provide support
1. Managers and supervisors will need support when taking on their new "leader of change" role. Some of the tasks and responsibilities that come with being a good coach of employees through change are difficult. In many instances, this is a completely new undertaking for a manager or supervisor. You need to provide outlets and opportunities for support when managers are leading change.
2. One area of support necessary will be helping them implement the processes and tools you have provided for leading change. Opportunities to try out new approaches for identifying resistance in a safe setting can go a long way in helping managers and supervisors to be successful. Chances to practices "Question and Answer" sessions or delivery of key communication messages will help managers and supervisors to be more comfortable in their role as communicator. Support on these new roles goes beyond classroom learning, and practice is a great form of support.
3. You also need to tell this group where they can go for support. Resources could include peers who have already used the tools and processes or Subject Matter Experts who can provide guidance. Give managers and supervisors access to others in the organization who can provide suggestions and give feedback on how to coach employees through change.
4. Becoming a great leader of change is not easy - it involves learning new skills and using new tools to engage direct reports. With effective reinforcement and support available, managers and supervisors can become the ally that project teams need in an ever-changing environment.
Ethics
As an experienced professional coach or mentor, you will be guided by a code of ethics. This will define the way you conduct yourself and your relationships as a coach or mentor.
Supervision
I would expect coaches to have supervision as part of their continuous professional development and I would not employ a coach who did not have supervision
Effective coaches and mentors use supervision as a means of professional quality assurance
‘Coaching supervision is a formal process of professional support, which ensures continuing development of the coach and effectiveness of his/her coaching practice through interactive reflection, interpretative evaluation and the sharing of expertise
definitions agree that:
- Supervision is a formal process.
- It is interpersonal, and can be undertaken one-toone n groups or in peer groups.
- Reflection on client work is central to supervision.
- Its goals include developing greater coachin Competenc
three rather limited coaching supervision approaches:
- psychological case work – focusing on understanding the psychology of the coaching client
and how to work with it
- ‘coaching the coach’ – focusing on the coach rather than on their coaching
- managerial supervision – focusing on fixing problems and resolving difficultie
the supervisor helps the coach to:
- understand the client better
- become more aware of their own reactions and responses to the client
- understand the dynamics of coach–client interaction
- examine how they intervened and the consequences
- explore other ways of working with this and other similar client situations.
those who don’t practise supervision give a number
of reasons for this, including:
- Supervision isn’t required by my organisation.
- Supervision is too expensive.
- I can’t find a supervisor.
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