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MICHIGAN’S LONG-TERM CARE CONFERENCE
Thursday, March 23rd 10:50 a.m. - 12:00 p.m.
Coaching Supervision for Consumers and Others
Paraprofessional Healthcare InstituteMaureen Sheahan, Presenter
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Consumers as Employers
People with disabilities and elders not are not primarily patients needing care, but persons requiring assistance to live full and independent lives.
The medical model of care is being replaced by a social model in which the experts are the consumers who are in charge of directing their own support services.
Although consumer-directed assistance is appealing to many people needing personal assistants, most have little or no experience as employers and supervisors.
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Consumers as Supervisors
Being an employer is challenging in and of itself, but with consumer-directed services, a person with a disability is the consumer, employer, and supervisor.
The integration of these three roles in a single individual makes consumer-directed services particularly complex.
Success requires a high degree of self-awareness as well as excellent interpersonal and communication skills.
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The Challenges of Supervisors in LTC
Workplaces Supervisor’s jobs are often demanding and stressful
Many work in situations where they are under-resourced, under-staffed, and unsupported
Supervisors must regularly deal with problems such as repeated lateness, no call/no shows
Negative or uncooperative attitudes among employees can be demoralizing
Often, supervisors have risen to their position based on merit, but have been given no training for the role of leading people.
What attitudes and outlooks do these conditions create?
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Supervisors are Key to Workplace Success
Supervisors – whether consumers or employees in traditional workplaces – play a critical role in the retention of direct care workers (DCWs)!
Feeling valued and respected is one of the biggest factors affecting a worker’s decision to stay on the job or quit
Supervisors can build the problem solving skills critical to DCWs success; and many workers have not had the chance to develop them
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Supervisors Make the Difference
Research shows:
Workers don’t leave
their jobs,
they leave their supervisors
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Traditional Approach to Supervision
1. Identify issues to be addressed
2. Explain the rules clearly
3. Explain the consequences of breaking the rules
4. Offer possible solutions to the problem
5. Request or direct the worker to comply with work rules
Let’s look at this approach in a sample role play.
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Traditional Approach to Supervision
What chance do you think this supervisory intervention
has of resolving the issue and retaining the worker?
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Coaching Approach to Supervision
Relationships are at the heart of work with people who are elderly, chronically ill or living with disabilities
Studies have shown that relationships that workers establish with consumers is what draws them to home health and LTC - and the quality of relationships with coworkers and SUPERVISORS keeps them there
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Supervisors Can Exemplify Quality Relationship Skills
Quality relationships underlie quality care
When agencies and consumers focus on developing workers’ problem solving and relationship skills, they benefit through increased efficiency, delivery of better quality care, and a more positive culture
Supervisors and consumer employers are the natural leaders to model and these skills
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Coaching Supervision
Coaching supervision is an approach to working with DCWs that focuses on developing relationship and problem-solving skills
Coaching differs from the traditional supervisory role by its EMPHASIS on helping the worker develop skills and in the respectful way the coach supervisor behaves toward the worker
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Let’s Try it Another Way!
Demonstration role play May I have two volunteers?
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Debriefing the Role Play
What did the supervisor do?
How did the worker react?
What is the likely outcome of this interaction?
What chance do you think this intervention has of succeeding in resolving the problem and retaining the worker?
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Your Experience with Supervising
How does this role play relate to your experience of supervising or being supervised?
Are there familiar aspects to the coaching approach?
Have you tried to take a similar approach with workers you supervise?
Have you ever had a supervisor take a similar approach?
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Let’s Compare…
Yes, this took more time than the 1st situation, but…
How could the extra time spent initially with the coaching approach save time in the long run?
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What a Coach Supervisor Does1. Create a relationship with the worker
2. Clearly state the problem
3. Gather information on the worker’s perspective
4. Engage in problem-solving with the worker
5. Help the worker commit to action steps
How do these 5 steps relate to the role play?
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Skills a Supervisor Needs to Carry Out the Steps
1. Pulling Back – Managing Your Responses
2. Actively Listening
3. Understanding Your Own Personal Style – and those of Others
4. Presenting the Problem without Blame or Judgment to Hold the Worker Accountable
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Managing Our Responses
Our emotional responses to what others communicate – verbally and nonverbally – often get in the way of our ability to listen with full attention
We are rarely able to control the behavior of others, but we can control our own internal responses
Shifting our internal responses makes it possible to listen more attentively
The result is more effective and positive communication
The first step in shifting our internal responses to someone’s words or tone of voice
is to become consciously aware of those responses
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Pulling back is the ability to gain emotional control in stressful settings. It generally leads to more effective communication and more positive supervisory outcomes
Practical pull-back strategies can help us both in the moment and longer term
Pulling back does not mean being soft or condoning poor behavior. It makes it LESS LIKELY that a supervisor will be manipulated.
What do you do in emotionally stressful situations to keep yourself focused on your values, goals
and long-term hopes and not your immediate reaction?
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Truly Listening
Once we’ve gained awareness and control of our emotions, we can listen attentively, and make a conscious choice to:
Keep pulling back from negative judgments and stereotypes
Remain CURIOUS about the other person, and
Stay OPEN to possible changing our opinion
We listen well when we bring our FULL attention to the conversation
Traditionally, supervisors often focus on the worker as the problem. A Supervisor Coach focuses on the problem as something the worker is experiencing along with you and can help you solve.
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Listening as a Supervisor
Coaching Supervisors assume that a more complete story always lies behind the fragments they initially learn
Finding out more of a worker’s story does NOT require counseling skills
Coach Supervisors’ 1st task is to LISTEN ACTIVELY TO THE WORKER’S PERSPECTIVE! The worker feels respected and valued. The Supervisor learns the root causes of the concern being discussed
Coach Supervisors in workplaces need to be clear about professional boundaries when speaking with workers about their lives
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Presenting the Problem
An important part of respecting, caring for and believing in workers is holding them accountable
A Coach Supervisor communicates to the DCW:
“I believe in you and I believe you can do this job well. Therefore, I’m going to hold you to it.”
Accountability begins with letting workers know what you expect of them in their jobs and how they are expected to do it
The next step is to promptly present the problems to the worker when they arise and involve the worker in problem solving
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Presenting the Problem
Three rules for presenting the problem
Be clear and direct about what the problem is
Use objective language that is free from blame or judgment
Indicate belief in the worker’s ability to resolve the problem
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Objective Language
Expresses neither blame nor judgment
Statement of fact, not opinion
Describes specific behavior rather than characterizing or generalizing about the person
Opposite of subjective language, which carries blame, judgment or opinion
Most people use subjective language unconsciously
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What is Objective Language?
Subjective: You are always getting here late; you must not be committed to this job”
Objective: I’ve noticed that you’ve been between 10-20 minutes late several times this week. Is there something that is making it difficult for you to arrive on time?
* Remember-Using objective language takes practice!
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Belief in the Worker’s Ability
Supervisors convey to workers that they believe in them through voice, tone, and body language – as well as what is said
Coach Supervisors are clear about the problem, without blaming, while showing care for the person and indicating that the problem is not all the supervisor sees
For example:
“You’ve been on time every day for 3 weeks and then this past Friday you were more than 20 minutes late on Tuesday and Friday. You have been extremely reliable up till now, and that makes me wonder if something unusual is happening for you to cause this problem.”
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What Does it Take to Be a Coaching Supervisor?
What skills do you need to enhance to be an effective Coaching Supervisor?
Why is it important to you to develop these skills and take the Coaching approach to Supervision?
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Resources for Coaching Supervision
Paraprofessional Healthcare Institute Coaching Supervision Curriculum Employing, Supporting, and Retaining Your
Personal Assistant: A Curriculum for People with Disabilities
www.directcareclearinghouse.org
www.paraprofessional.org
Maureen Sheahan, PHI Michigan Practice Specialist (248) 376-5701 - [email protected]