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Relating Adult

This module instructs supervisors on how to effectively relate to adult interviewers, adjusting communication styles and providing support and counseling. Explore the difference between the coach and enforcer styles, addressing problems, using observations versus inferences, qualifiers versus absolutes, and cause versus effect. Prioritize and focus on key issues for better results.

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Relating Adult

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  1. Relating Adult To Adult

  2. Supervisor’s Role Just like the Interviewer, the Supervisor’s job has two parts: • 1. Technical Expertise • 2. Style

  3. Supervisor’s Role • The Supervisor has been promoted because he or she already knows the technical aspects of the Interviewer’s job. • To assist an Interviewer in completing a successful survey also requires knowledge of the ‘Style’ element of the Supervisor’s job.

  4. Relating Adult to Adult • The person the Interviewer has the most contact with besides the Respondent is the Supervisor. • Just as the Interviewer must adjust his or her style to each Respondent, the Supervisor also must adjust his or her feedback style to each Interviewer.

  5. Relating Adult to Adult • Supervisors possess more technical knowledge, have more experience, and are in a position of authority. • However, Interviewers come to the job as adults, with their own knowledge, experiences and expectations.

  6. Relating Adult to Adult The most effective Supervisor is the one who adjusts his/her communication style to fit the experience and expectations of each adult Interviewer.

  7. Relating Adult to Adult • This module instructs Supervisors on how to be an effective Coach. • Becoming a Coach means relating adult to adult with Interviewers. • Relating adult to adult gives Interviewers the support and counseling they need to do their difficult job.

  8. The Coach vs The Enforcer To explore how to relate adult to adult with Interviewers we will look at two different Supervisory styles: The Coach The Enforcer

  9. The Coach The Enforcer Vs.

  10. Let's Meet Them Now • The Enforcer relishes the opportunity to police Interviewers and enforce rules. • The Coach welcomes the opportunity to mentor and help Interviewers.

  11. The Enforcer Promotes an ‘us against them’ environment

  12. The Coach Inspires teamwork

  13. The Enforcer Gives judgmental critiques

  14. The Coach Engages in descriptive feedback

  15. The Enforcer Uses aggressive body language and voice style

  16. The Coach Uses assertive body language and voice style

  17. Addressing Problems • The difference between the Coach's feedback style and the Enforcer's is most evident in how they address problems with Interviewers.

  18. Uses "I" statements. Makes observations. Uses qualifying words. Focuses on effort. Focuses on 1 or 2 issues. Uses "you" statements. Makes inferences. Uses absolute words. Focuses on cause. Addresses multiple issues. Addressing Problems Coach: Enforcer:

  19. "I" vs "You" You did not clarify… I have noticed…

  20. Benefits of "I" Statements • Interviewer "hears" of your efforts to help. • Places the focus on issues, not behavior.

  21. Downfall of "You" Statements • Interviewer sees it as a personal attack—what you don't like about him/her. • May put the Interviewer on the defensive. • Sounds judgmental. • Puts the focus on behavior, not issues.

  22. Observation vs Inference You were rude to that Respondent.. I noticed that when the Respondent…

  23. What Is An Observation? • An observation is simply what you see and hear. • When you make an observation, you are reporting the facts.

  24. What Is An Inference? • An inference is your interpretation of the behavior. • When you make an inference you are giving your opinion of what you observed.

  25. Benefits of Observations • Interviewer does not see it as a personal attack. • Easier to adapt a neutral tone when you are just describing what happened.

  26. Downfall of Inferences • Can easily be interpreted as sounding as judgmental. • Interviewers are likely to become defensive. • Implies that the behavior cannot be modified.

  27. Qualifiers vs Absolutes Sometimes I see you taking extra breaks. You take too many breaks!

  28. Benefits of Qualifiers • Does not pigeon-hole the Interviewer -understands that people do not always behave in a particular way. • The Interviewer is more likely to correct the problem if she/he realizes that you understand the behavior is an occurrence and not a permanent, hopeless situation.

  29. Downfall of Absolutes • Implies that the Interviewer is ALWAYS this way. • Interviewer sees it as an exaggeration-that the claim is untrue. • Interviewer is less likely to want to change the behavior.

  30. Cause vs Effect I have learned that sometimes when Respondents are ignored… Why didn’t you…

  31. What is Cause and Effect? Cause Demands Why Effect Explains Why

  32. Benefits of Effect-Focused • Adults are goal oriented. Focusing on the effects shows how this information will help them reach their goals. • Adults are relevancy oriented. Explaining the effect helps them understand why the change in behavior should be made.

  33. Downfall of Cause-Focused • Never gets beyond the ‘why.’ • Focuses on what caused the undesirable outcome - not how changing it can benefit the Interviewer.

  34. Prioritizing vs Dumping Let's focus on these 2 issues next time. Let's talk about the 10 errors…

  35. Benefits of Prioritizing • Interviewer is not overwhelmed with a "laundry list" of issues to address. • Gives Interviewer hope for success.

  36. Downfall of Dumping • Reduces the possibility of the Interviewer being able to apply the suggestions received. • May overwhelm the Interviewer and make her/him feel helpless.

  37. Giving Feedback / Preparation

  38. Preparation • Rehearse and practice feedback ahead of time. • Don’t read notes at feedback session. • Maintain a written record.

  39. Preparation • Keep notes throughout the survey being monitored. • Before meeting with the Interviewer, have all notes completed.

  40. The Timing When possible, the Coach gives feedback immediately after the interview so that the discussion takes place while the interview is still fresh in the minds of both the Coach and Interviewer.

  41. Giving Feedback / The Setting

  42. Ensure Privacy • Conducting the feedback session in a private setting shows respect for the Interviewer.

  43. The Setting • Conduct the feedback session at the Coach’s desk or other private area. • Be respectful of the Interviewer being critiqued. Avoid having other Interviewers nearby.

  44. The Setting • The Coach should be seated next to the Interviewer at his or her level. • The Coach should avoid standing over the Interviewer. Standing gives the appearance that the Coach is talking down to the Interviewer.

  45. The Setting Pick a setting where you will not be overheard by others. The Coach must be discreet when discussing areas needing improvement.

  46. The Coach's Approach To Feedback

  47. Based On What Adult Learners Want • To discover things for themselves. • To be part of the process. • To understand the relevancy. • To be treated as equals. • Let's see how we can apply the principles of adult learning to feedback situations.

  48. Coaching Tips • Engage in a dialogue, not a lecture. • Establish a "caring" rapport. • Ask the Interviewer's perspective. • Communicate specifics. • Ensure privacy. • Collaborate on style. • Focus on one or two goals.

  49. Engage In A Dialogue • Dialogue means "talk between." • Recognizes that the Interviewer has something to contribute. • Lecture means "talk to." • Puts the Interviewer in a subservient role.

  50. Establish A "Caring" Rapport • Rapport helps the Interviewer feel more receptive to feedback. • Greet the Interviewer with a smile. • Ask about her/his day/something that you know about in his personal life.

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