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Workbook:
Leading to
quality
Positive and
Engaging
Performance
Management
Leading to
quality
Contents
Page
Section 1:
Introduction
Section 2:
Section 3:
Good Recruitment
Section 4:
Section 5
11
Section 6:
15
Section 7:
19
Section 8:
26
Section 9:
28
References
32
Section 1: Introduction
Definition
This workbook is about leadership behaviours that strengthen an individuals ability to
manage performance in the team. It helps leaders to demonstrate to colleagues how their
individual contribution to the team is critical to its effectiveness in delivering the highest
quality service to service users and, as such, it is about celebrating good performance and
managing unsatisfactory performance so that it does not continue. It proposes ways of
combining clarity of expectations of performance standards, and attempting to engage the
individual in finding a solution to such problems, to increase ownership and responsibility for
future actions.
All trusts will have their own formal performance management policies and procedures. It is
not the aim of the workbook go into any depth about the formal/procedural management of
performance, as this information will be locally determined. This workbook is more focused
on creating a culture in which employee performance is managed positively within the team,
through looking at the leadership behaviours that enable this to happen.
Background
Armstrong and Baron define performance management as a process which contributes to
the effective management of individuals and teams in order to achieve high levels of
organisational performance. As such, it establishes shared understanding about what is to
be achieved and an approach to leading and developing people which will ensure that it is
achieved. They go on to say that it is a strategy which relates to every activity of the
organisation set in the context of its human resource policies, culture, style and
communications systems. The nature of the strategy depends on the organisational context
and can vary from organisation to organisation (Armstrong and Baron, 2004).
Effective performance management is essential to providing good quality care. The most
recent expression of the importance of this is evident from the report of the Francis Inquiry,
which examined the failures at Mid Staffordshire NHS Foundation Trust that led to
catastrophic consequences for users of the service (published February 2013).
Performance management is a vast and complex area of organisational management, with
large volumes written on it. It is not possible to focus on all elements of performance
management within this workbook. As such, this workbook, as mentioned above, will focus
on the leadership behaviours of the team lead that promote the positive management of
performance within individuals and their teams to reduce the risk of poor performance.
Contents of the workbook
The workbook begins by outlining the main findings from the Leading to Quality research
about performance management. These findings are also integrated throughout the
workbook.
The workbook is split into areas that contribute to positive and engaging performance
management; Figure 1 illustrates these areas.
Leading to Quality 2013 All rights reserved
Page 1
Developmental Activities
The workbook comprises a number of Development Activities, which are designed to be
practical and helpful.
The development activities include a range of suggested exercises which adopt various
tools and techniques to enable you as a leader to Reflect on the current situation and
compare it to what you want to achieve. The next section suggests a number of activities
that you could use to create a plan for taking Action.
Finally, there are suggestions as to how you can Monitor the progress of your
development activities and evaluate the impact that you are having. It is hoped that doing so
will enable you to sustain the behaviours and practices that will help you strengthen your
leadership effectiveness.
Page 2
Setting direction
Having the positive relationships with staff and interpersonal skills to deliver
developmental feedback
TLs, to a greater or lesser extent, were willing to manage performance within the team. On
the whole, TLs were proactive at managing performance and were not afraid to have the
difficult conversations this requires.
It was clear from the interviews that the TLs ability and willingness to manage performance
in a timely and effective manner had a positive impact on the teams because it:
Promoted respect, confidence and reassurance in the TL because, as one of the team
members explained, you need to have confidence that managers will deal with things;
Promoted a sense of trust because TLs are considered to be open and honest, meaning
team members know where they stand;
Meant there were clear standards of acceptable behaviour within the team, which
promotes positive team functioning and positive service user experiences.
Team members sharing knowledge and learning from each other was found to be
important for an improvement culture within teams.
Having clear roles and responsibilities was important for a focus on quality, improvement
and well-being at work.
Supporting a development culture within teams was important for improvement.
Page 3
If yes, why is this the case? Is part of this due to recruitment practices? What
do you do to ensure that new recruits have the right fit for the job, team and
organisation?
If no, do you feel there is one area that stands out as being lacking in these
staff? (e.g. knowledge, skills, behaviours or values?)
Did the recruitment process assess all relevant knowledge, skills, behaviours
and values? It might be that more development needs to be done in one of
these areas?
Page 4
If no, do you think you assessed all the knowledge, skills, behaviours or
values relevant to the job but then once appointed the applicant failed to
demonstrate these in the workplace?
Essentially, if you have been responsible for the recruitment of staff that you feel fail to
demonstrate the necessary knowledge, skills, behaviours or values once in post then action
should be taken to improve the recruitment process. This leads on to the next section.
Act
The next time you are recruiting someone to the team, think about what is important
in the role with regards to knowledge, skills, behaviours and values.
Think about how you could assess all these elements, considering a range of options
such as job-specific and critical incident scenarios pertaining to the areas that you
have identified as important.
The next time you are recruiting a person to the team seek advice from HR. They are
very experienced in this area and will be able to offer helpful suggestions. It is also
important to liaise with HR because recruitment processes are generally very much
controlled by HR policies and procedures to ensure the process is fair, equitable and
procedurally correct.
Also consider whether there are any colleagues you can speak to within the
organisation to learn from their practice.
Monitor
Does their performance reflect the potential identified at the recruitment stage? If not,
consider what other changes can be made to the recruitment process.
Page 5
Page 6
Two-Way Conversation
When having conversations about standards, objectives, roles and responsibilities, these
need to be two-way conversations i.e. a discussion between team leaders and
individuals/teams, rather than leaders telling and individuals/teams listening. For example,
team leaders need to involve staff in setting their objectives, rather than telling them what
these are. This will lead to objectives that are more rewarding and motivating for staff,
leading to greater ownership of the objectives, greater goal accomplishment and staff
engagement.
The discussion on setting objectives should also focus on what support (e.g. learning,
development, resources) are required to help staff achieve their objectives.
When agreeing objectives, it is important it is important that they are SMARTIES:
S
Specific
M
Measurable
Achievable/Attainable
Relevant (i.e., does it relate directly to the overall goals of the service, team, and/or
organisation?)
Time scale
In what way is it Intrinsically motivating to the person responsible for achieving it?
(encourage the individual to reflect on the benefits to that person of achieving the
goal)
Economic (i.e., Is it the best use of the individuals time, efforts, skills, other
resources required, etc., in relation to their other priorities?)
Celebrate success along the way (this encourages regular reflection and positive
reinforcement as the individual makes progress in achieving the goal)
Approaching objectives using SMARTIES helps provide a framework for reviewing progress
towards achieving objectives.
Reflect
Page 7
Strongly
agree
Agree
Disagree
Strongly
disagree
There are other aspects of roles & responsibilities that might need to be addressed,
which can be greater understood through the following activities.
Page 8
Having identified a specific aspect of the questionnaire that would benefit most, if not all
members of the team, ask people to work in small groups to discuss (1) their particular
experience in relation to the topic; (2) what effect it has on them; and (3) what they would
find helpful support from the team, a colleague, or the team lead, if s/he is their line
manager. Some of the issues might be of a personal nature, and some might relate to
the whole team. Emphasise that the discussion should not use the names of individuals,
if criticism is involved, and that the focus is on how to move forward, rather than to spend
time criticising the past or current situation.
Ask each group to record what emerges from the discussions, and to prepare to
summarise back to the whole team those points/issues that are appropriate to share with
the team without naming people together with suggestions for addressing the current
situation.
Share the feedback in a plenary session, including suggestions that were identified in the
small groups, as this might stimulate thinking across the team.
Discuss the themes with the team, and identify specific topics/issues worth working on,
and transforming into a plan of action.
If there is a general sense, for example, that there is a lack of clarity around individual
standards, objectives, roles and responsibilities, it is advisable that the team lead
explores this with team members individually during supervision, or another one-to-one
meeting. It is important that team members feel comfortable to have an open discussion
about this with the team lead (see section 6).
When clarifying and discussing objectives, ensure that they are SMARTIES.
Work towards an agreed action plan, and a timescale. If relevant, and possible at the
time, identify individual responsibilities, ensuring that the people involved feel confident
and clear about them.
Monitor
Each team meeting should include a review of progress on team goals, and an
opportunity for each team member to feedback their progress, and any
concerns/challenges they have experienced, or are experiencing. Take time as a team to
support the individual.
Team goals and priorities change, as environmental and contextual factors change, so
expect there to be regular reviews of team members understanding of the vision and
goals, and encourage proactivity in the team, in relation to challenging whether goals,
practices, or responsibilities are still the most appropriate for maintaining, and improving
quality of services offered by the team.
Page 9
Page 10
Should make themselves visible to patients and staff alike, and be available to discuss
concerns with all, including relatives.
Should work alongside staff as a role model and mentor, developing clinical
competencies and leadership skills within the team.
Being accessible and acting as a role model were key themes to emerge from the Leading to
Quality Best Practice Case Studies. With regards to being accessible, team leaders were
approachable and made themselves available to staff, helping them to problem solve and
offering advice. The following comments illustrate this supportive approach:
His/her door is always open. If s/hes not got the time s/he will make time. S/he will
always listen.
Managers are under more and more pressure but s/he is always there for you. S/he
will drop anything. S/he will problem solve with you.
The accessibility and physical presence of team leaders is also important because it gives
team leads the opportunity to get to know their staff, including strengths and areas for
development.
With regards to acting as a role model, the best practice case study team leaders had a
hands-on leadership approach and were integrated within the team, giving them the
opportunity to act as a role model for team members. This hands-on leadership approach
was very important for credibility and respect from the team. The team leads would role
model clinical skills and also passion and determination, a strong work ethic and the type of
behaviours that nurtured a supportive culture within the team. The following quotes illustrate
the importance of role modelling positive behaviours:
S/he is excellent. Very knowledgeable. S/he has a good grounding in EI and you know
what s/he says has substance to it.
If no ones willing to do anything s/hell do it. S/hes very persistent, very proactive and
acts as a role model.
His/her engagement skills are brilliant with clients.
S/he has credibility and respect through working hard, acting as a role model, and
practicing what s/he preaches.
Page 11
Getting to know staff and the team, including strengths and areas for development
Provides the opportunity to give feedback to individuals and the team on an on-going
basis
Knowing what is going on in the ward/team including the standard of care being
delivered, and the difficulties/frustrations being experienced by the team and team
members
Creates a sense that you are part of the team/belong to the team
Creates a sense that you are genuinely concerned about the well-being of team
members at work
Approachable for support and advice people feel they can readily turn to you, which
leads to improvement and the avoidance of mistakes
You will be more likely to spot when someone needs support and can offer this when
required.
Role model excellence, at best, and the minimum required standards, at least, of
behaviour, skills, knowledge and standards in relation to service user care
Reflect
Think about the extent to which you are visible to staff? Do you sit within the same
office, or do you work in a separate office?
If you work in a separate office, do you have your door open most of the time or do
you predominantly have the door closed. Thinking about the last fortnight, write a list
of the occasions in which a member of your team has called in to your office,
unannounced, to talk about work matters of concern to her/him. If this does not
occur can you identify reasons why colleagues do not call in to your office in this
way? Are there obvious barriers?
Do you consider that a member of staff at any level could approach you, without
feeling intimidated? Do they do this?
Page 12
Is this enough to demonstrate the standards of care you expect from staff?
When you work alongside staff, do you take the opportunity to give feedback on their
performance, both positive and negative?
Are there regular formal opportunities for you to meet with the team so problems and
difficulties can be discussed (e.g. team meetings)
Do you create the opportunities to have informal social sessions so that you have
the opportunity to talk informally to staff so that you develop a comfortable
relationship?
Reflect on the last month and if you feel that you have not been accessible and
approachable to staff, take the decision to rectify this;
Unless necessary, try to work with your office door open, making sure staff know you
are available to discuss issues or problems;
When staff do approach you, communicate to them verbally and non-verbally that
you are available for a conversation/discussion;
Make sure that when staff do approach you that you give them your full attention dont be distracted by checking emails or checking your mobile phone.
If you do need to concentrate and have to work with the door closed, let the team
know you will be doing this in advance, with an explanation as to why try to keep
these times to a minimum
Throughout the day, join the team in the communal areas of the workplace (e.g. in
the open office or on the ward) to make sure things are running smoothly and that
you are happy with what you see;
When you are walking about and talking to staff, ask how they are feeling about their
work, if they are experiencing any frustrations or anticipating problems. Try to
empathise with them, acknowledge their efforts and achievements, invite them to ask
questions of you. Make a note for yourself of what you learned and reflect on it.
Consider joining staff on lunch breaks/tea breaks so that you get the opportunity to
talk informal setting, which should help to develop a comfortable relationship and
also create a sense that you are part of the team.
Act
Monitor
Keep a diary of which colleagues come to talk to you, how frequently, and about what
issues. Identify those individuals who still do not come and talk, and, if you judge it
Page 13
appropriate, invite them to come for an informal chat, or better still drop in and see
them in their workplace.
Ask a colleague whom you trust and respect to observe your behaviour, and let you
know of any changes that they notice in yourself or in others in your team.
Evaluate the quantity and the quality of the additional information that you have
gained as a result of being out of your office. Determine whether to adjust the
amount of time you spend, and/or the kind of questions that you ask.
Ask yourself what insights you have gained (a) into the day-to-day and long-term
running of your department or organisation, and (b) into the thoughts and feelings of
your staff, and what motivates them.
Listen to what they say carefully; noticing not just the information they provide, but
also they way in which they say it. Do you get any sense of concern, irritation,
frustration or anxiety? Can you respond in a way that reduces the negative aspects,
and perhaps increase the positive ones?
Analyse any important decisions that you have taken, and evaluate the outcome(s).
Consider finding a mentor with whom you can meet regularly (e.g. 3 monthly) to
review progress.
Page 14
Were accessible and approachable to team members to seek support and advice
from (as discussed previously)
Promote a learning and development culture within the team in which asking for help
and support is acceptable, and providing help and support is the norm;
Demonstrated genuine concern for the welfare and wellbeing of team members;
Had a no blame culture so that people would feel comfortable to admit mistakes;
Were prepared to admit their own mistakes and areas for development, reflecting on
this with their team.
Identify the cause (e.g., lack of motivation, or lack of clear understanding of the
objective, or lack of training and experience, or lack of support, etc.), and try to
rectify the situation so that it does not re-occur;
Separate the intentions of the person to perform effectively, from the mistake that
was made; praise the intention, but encourage the individual to reflect on their
behaviour and its consequence, such that they can identify what they could have
done differently in retrospect; provide guidance if needed;
Clarify with the individual how they will behave if a similar situation arises in the
future;
Accept, if appropriate, that some of the responsibility for the mistake lies with the
organisation, or with the line manager (who may be yourself), or factors out of
their control;
ensure that any lessons for the organisation are implemented as soon as is
possible;
consider what you might learn from the experience that would increase your
effectiveness.
There will be a formal policy on dealing with mistakes and poor performance you will need to
adhere to this
Leading to Quality 2013 All rights reserved
Page 15
It is crucial that the manner in which mistakes/misjudgements are dealt with does not have
the effect of reducing the individuals confidence, and/or of affecting their motivation, and
that of their colleagues. If this were the case, this could negatively affect their level of
engagement, and future performance, and their willingness to be proactive in thinking of
ways in which they, and/or their team, can improve effectiveness. Clearly some serious
mistakes will need to be dealt with by utilising trust policies and procedures for dealing with
such events (e.g. serious untoward incidents), which are important to adhere to.
The activities in this section of the workbook focuses on creating the psychologically safe
culture in which there is a just culture so that mistakes or misjudgements can be admitted
and learned from, where ideas are encouraged and freely shared, and where people feel
safe to ask for help and support.
Inform
How reflective are people in your team on their own performance or on the performance
of the team?
How proactive are each of your staff in suggesting ways in which they/the team can
improve the effectiveness of what they do?
Try to think of a suggestion from a member of staff that may have seemed a bit off the
wall what was your response to that suggestion/what was the teams response to that
suggestion?
Thinking about events over the last 6 months - have members of your team readily
admitted to you when they have made a mistake or a misjudgement?
Do you feel you find out about mistakes/misjudgements (from, for example, service users
or other members of staff) rather than from the staff responsible?
How often do you reflect on your own performance with staff? Do you openly admit when
you have made mistakes/misjudgements?
It is not enough to reflect on your own behaviour with regards to psychological safety, you
need to seek input from your team members. Ask your team to complete the following short
questionnaire so that you gain more awareness in this area. It is a good idea to ask people
to complete it anonymously by providing a box for them to put their completed questionnaire
into.
Psychological Safety for Performance Improvement
Score on a scale of 1-5, with 1 being not at all and 5 being very much so
The culture of this team makes me feel
Comfortable reflecting on my own performance
Safe to admit a lack of knowledge and expertise
Page 16
Act
Collate the responses and have a team discussion, ideally with an independent
facilitator. It is important that everyone gets a say and that no one person/group
dominates.
Being sensitive and mindful of the general feeling about psychological safety in the team,
as represented by the team members scores, decide whether it would be better to work
a whole team, or whether it would be more productive to break into small groups to
discuss a specific theme, or combination of themes, in relation to how the team could
strengthen a culture of safety. That is, focus on a future desirable state, rather than on
past negative aspects of culture.
Before doing so, ask the whole team to identify the principles (ground rules) by which the
discussion should take place. For example, that personalised criticism of an individual is
not acceptable; that the aim is to identify how the team will function from now on.
Invite members of the team to reflect on the collated team scores for the team, and to
comment for example, as to whether there are any surprises.
Working as a team, identify themes that appear to be reflected in the way in which
members have scored the questionnaire, ensuring that the focus at this stage is in trying
to describe the data, and not to make evaluative or judgemental comments.
Ensure that the team does not only focus on potentially negative areas at the expense of
recognising where there are areas of positive feedback for the team
If you were working in sub-groups, come together as the whole team, and report back to
the group, (1) the rationale behind your action plan the issues that it set out to address,
(2) the action plan itself, and (3) the criteria for judging a successful outcome.
After each of the presentations, identify any themes that emerge, and as a whole group,
reflect on the potential value of each of the action plans proposed. Always include
Page 17
reference to the ultimate purpose of the exercise, which is to increase the effectiveness
of the team in delivering the highest quality of care to service users and carers.
Agree your group action plan. Ensure that all members agree the values, principles,
behaviours, that will form the basis on how you intend to work together (and perhaps
with other teams) for the future. Pay particular attention to personal/inter-personal versus
systemic factors, and to a combination of both.
Develop and agree a team contract of how each member will accept personal
responsibility for supporting the strengthening of the teams future effectiveness.
Agree how you intend to address situations that threaten to affect negatively a culture of
psychological safety in the team.
It is important that as a team, you also consider the criteria that could be used to judge
the success of your action. Make sure that these are as specific as possible and stated
in behavioural terms. For example, rather than agreeing that: In team meetings, we
shall be respectful of each others contributions, it might be more helpful to state more
explicitly, that we shall listen respectfully to colleagues contributions, not interrupt each
other; and, if we do disagree, not phrase our remarks in personally critical terms, but
relate them to ideas.
Consider asking members to volunteer to champion certain aspects of how the team
creates a psychologically safe environment for each other, and for any other individuals
or groups with whom you work, and to feedback observations (including, importantly, the
positive ones) at the end of meetings, or other relevant situations.
Monitor
Once a whole team action plan has been agreed, agree criteria (including a time scale)
for achieving each of the agreed actions.
Consider at the end of each team meeting (and on a one to one level during
supervision), spending some time reviewing how effectively you worked as a team, and
what went well/better; what you have learned as a team about how to work more
effectively; identify what the team could do differently at the next meeting.
Celebrate success, even small ones, as you increase the teams effectiveness in
creating a culture of psychological safety, and remember to identify the benefits
Page 18
Page 19
Having regular opportunities for development at the individual and team level gives team
leads the opportunity to:
Get to know staff in greater depth, including their strengths and areas for
development, including the identification of training needs and areas where extra
support is required;
Understand in depth the care plan and progress for each service user, providing
them with the knowledge and opportunity to intervene if necessary.
and
responsibilities,
and
discuss
Inform
There are three main areas in which the team leader should inform themselves about their
teams and their own attitudes and perceptions:
1. Attitudes towards team meetings and their perceived effectiveness
2. Attitudes towards clinical/managerial supervision and its perceived effectiveness
3. Attitudes towards the performance review process and its perceived effectiveness
Thinking about these three areas, for each one think about how your team approaches them:
Are you enthusiastic about formal development opportunities, or do you feel that time
could be better spent?
Do you and the team do the level of preparation required for these activities?
Are action plans made as a result of meetings and reviews? Are those actions
agreed followed up by the relevant parties? Are team members held to account for
completing actions?
Is the team clear about how these activities contribute to the team goals and
improving the quality of service?
Do you as the team leader feel that you know enough about your staff and the team,
including strengths, areas for development, and aspirations?
Do you as the team leader feel that you know enough about what is going on with the
teams caseload?
If you are in doubt about the effectiveness of your team meetings, ask a trusted
colleague that you know to be effective in such areas if you can observe how they
conduct team meetings.
Page 20
Ask if the same trusted colleague can observe one of your team meetings and offer
feedback (with consent from the team, of course).
Communicate
the importance
and goals of
team meetings
Make sure you communicate the need for team meetings positively and
why they are time well spent. It is highly likely that staff will feel they dont
have the time to attend due to clinical priorities. However, conducted well,
team meetings will support staff to meet these clinical priorities.
The purpose and goal of the meeting should be reiterated at the start of
the meeting
Prioritise team
meetings
Make sure you stick to the agreed time and date, showing that you
prioritise this activity and that it is important to you; Ensure that other staff
prioritise these meetings
Well structured
Ensure that the meetings have a clear and realistic agenda, and that the
meetings are chaired well in order to get through the agenda in the
agreed duration of the meeting
Ground rules
It is important to discuss the ground rules for meetings so that there are
acceptable levels of behaviour. These rules could include things such as
turning mobile phones off or not talking over other staff when they are
talking. It is important that the person chairing the meeting reinforces
these ground rules
Participation in
team meetings
Page 21
Actions
Ensure that actions from team meetings are recorded and allocated to an
individual/group so that they are owned. They should also be time
specific. Actions should be followed up at the next team meeting. Ideally
actions should be written down and sent to all the team following the
meeting.
Suggestions for
improvement
Support
required
It is also useful to have an item on the agenda about the support team
members require to fulfil their role; again, where necessary, this should be
actioned.
Celebrating
success
Another part of the team agenda could be celebrating success, where the
team lead or other members of the team recognise and celebrate
success.
Know-all, Opinionated
Praise any contribution and thank them for the idea look for something positive to say about it.
Page 22
For line managers to acknowledge the success and progress of staff; and thank them
for their contribution.
For staff to give feedback to their line manager about any issues or concerns relating
to work.
According to the NHS Staff Council, effective performance appraisal and staff development
contribute directly to improved patient outcomes, which is why regulators such as the Care
Quality Commission as well as the Department of Health regard it as so essential to ensure
that appraisal and development reviews take place (NHS Staff Council, 2010).
Your trust will have a formal system in place for the PDR process, including documentation,
which you will be expected to adhere to. This will also inform how often you undertake the
process.
However, having a policy and procedure is simply not enough to ensure the effectiveness of
the process. The NHS Staff Council suggest the following factors to increase the chance of
PDRs being effective:
Both parties undertake the required preparation the appraisee should be given time
at work to be able to do this;
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The line manager has the information, skills and confidence to fulfil their
responsibilities in the process properly;
The appraisee should be doing most of the talking, rather than the appraiser; to
encourage this the appraiser should ask open questions;
As such, there should be no surprises for the appraise during the process as they will
have had continual feedback in between formal appraisals.
Both parties deliver on the commitments involved to train, to develop and improve,
to perform.
If you feel that the PDR sessions are not as effective as they could be then you should act
on this by ensuring adherence to the principles above. If necessary, see what training is
available to help you with the process.
A very useful document to refer to in relation to conducting effective appraisals in the NHS
and incorporating the Knowledge Skills Framework is a document produced by the NHS
Staff Council Appraisals and the KSF made simple a practical guide (2010) (available to
download from:
http://www.nhsemployers.org/Aboutus/Publications/Documents/Appraisals%20and%20KSF
%20made%20simple.pdf).
Setting goals and objectives in relation to service user care, and in relation to staff
performance;
Giving staff the space to reflect on their own performance with an experienced
professional
Clinical supervision is a vast area, with no one model prevailing. It is highly likely that your
trust has a policy for conducting clinical supervision, which you will be required to adhere to.
However, as with PDRs, how you conduct the process is essential for how effective
supervision is. The same principles discussed in relation to PDR (above) should be taken
into consideration when undertaking supervision. Most of all, the process should be
supportive, facilitative and focused.
Page 24
As a line manager, you need to reinforce the importance of clinical supervision, make sure
that it is prioritised and that the time is made available. If you hear a member of your team
grumbling about having to do it, take this opportunity to reinforce the importance of the
activity.
If you feel you need to be more effective at delivering clinical supervision sessions, consider
undertaking some additional training and reading in the area.
Monitor
It is important for you to record and monitor your actions in relation to strengthening
the development and performance improvement culture within the team;
Set yourself some SMARTIES objectives (preferably with your line manager) and
review your progress towards these at specified time points.
Page 25
Think about each member of your team and reflect on how well you know them and their
strengths and areas for development it might help to complete the following diagnostic:
Topics
Person A
Person B
On a scale of 1 to 10,
how important is it for
them to work on this
area?
On a scale of 1 to 10
how engaged are they in
(a) their role; (b) team
working?
(a)
(b)
(a)
(b)
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ACT
If you have identified from the diagnostic that you have a lack of knowledge on team
members then it is important that you rectify this. Not knowing this information illustrates
that you are not engaging with your staff effectively.
It is recommended that you conduct all the activities within this workbook, especially in
relation to Being Accessible and Approachable, and Genuine Commitment to
Development and Improvement.
MONITOR
It is important for you to record and monitor your actions in relation to getting to know
your team;
Set yourself some SMARTIES objectives (preferably with your line manager) and review
your progress towards these at specified time points.
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Everyday practices of saying thank you and appreciating staff efforts on a regular
basis;
Inform
When did your boss last thank you for your efforts? What effect did it have?
If you feel you are not thanked for your efforts, what effect does that have?
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How have you shown your appreciation for the efforts and contributions of each of
your staff? How easy/comfortable do you find it to thank people, or express your
appreciation to them?
Think of the ways in which you show your appreciation to your staff are there any
that you have found to be particularly effective? Be mindful that some staff prefer
written and others verbal feedback.
What effect did showing your appreciation have on your staff? Do different staff
respond in different ways?
Act
Ensure that you communicate to your staff that you value the work they do, by
praising or thanking them for their efforts and contributions. It, perhaps, comes
naturally to do this when someone has had a major achievement. It is, however,
equally important to communicate this in relation to the day-to-day possibly
unexceptional, but just as essential contributions of colleagues/team members.
Over the next two weeks, thank each member of the team for their contribution and
see how they respond to this. Ensure that you convey your appreciation in a genuine
way. Try to give specific examples.
Where appropriate, try to give positive feedback to staff when other members of the
team are around this is likely to help boost a persons sense of satisfaction, and will
also reinforce to other team members the desirable behaviours. Make sure that you
do not consistently favour particular individuals when giving this feedback.
Explore opportunities available to celebrate success beyond the team such as:
Monitor
Observe and monitor the effect of recognising good performance on your staff;
Tailor your future actions towards individual staff members preferred means of
recognition;
If you feel the actions you have taken have not been effective, seek advice from a
mentor/trusted colleague on actions you can take to improve the situation.
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Armstrong and Baron (2004) outline some basic principles for giving good feedback:
Ask questions rather than make statements (e.g. why did this happen? On
reflection, is there anything you could have done differently?)
Enable people to work things out for themselves (How will you tackle this sort
of problem in the future? What actions can be taken to avoid a similar situation?)
Show understanding of factors that have been beyond the control of the
individual concerned
Reflect
Think of a time when you have been given developmental feedback on your own
performance? How was it approached and how did it impact on your confidence
and motivation? Did your performance improve as a result?
Think about a time when you have given developmental feedback to members of
your team. How did you approach it and what impact did it have?
Act
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Using the principles of giving effective feedback described above, plan how you are going to
give developmental feedback to a member of your team that is in need of this feedback.
How are you going to describe the problem without being judgemental?
What are the specific behaviours that you are giving feedback on?
What questions will you ask to facilitate an open discussion on the reasons for the
problem?
What questions will you ask to identify how to avoid the problem in the future?
What are the key performance issues to focus on? Make sure these are ones that
can be improved
Ask what support they need to resolve the difficulties they are experiencing
Also consider the most appropriate time and place to be giving the feedback
When you have given the feedback, reflect on how you think it went and what could
be improved for the next time you give feedback.
Monitor
Observe and monitor the effect your feedback had on the persons motivation and
performance;
If you feel the actions you have taken have not been effective, seek advice from a
mentor/trusted colleague on actions you can take to improve the situation. It may be
that you require training in this area.
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References
Alban-Metcalfe, Jtte.& Alimo-Metcalfe, B. (2010). Integrative leadership, partnership
working, and wicked problems: A conceptual analysis. International Journal of Leadership
in Public Services, 6, 3, 3-13
Armstrong, M. and Baron, A. (2004) Managing performance: performance management in
action. London: Chartered Institute of Personnel and Development).
Edmondson, A. C. (2002). Managing the risk of learning: Psychological safety in work
teams. In M. West (Ed) International Handbook of Organizational Teamwork, London:
Blackwell.
Gostick, A. (2003), A Heros Welcome: Improving Culture with Noncash Awards and
Recognition, Workspan, 46, 7, 4447.
Haines, V. & St-Onge, S. (2012). Performance management effectiveness: practices or
context?. The International Journal of Human Resource Management, Vol. 23, 6.
The Mid Staffordshire NHS Foundation Trust Inquiry. Independent inquiry into the care
provided by Mid Staffordshire NHS Foundation Trust: January 2005 March 2009. Chaired
by Robert Francis QC
NHS Staff Council, (2010). Appraisals and the KSF made simple a practical guide
(available to download from:
http://www.nhsemployers.org/Aboutus/Publications/Documents/Appraisals%20and%20KSF
%20made%20simple.pdf).
West, M., Alimo-Metcalfe, B., Dawson, J., El Ansari, W., Glasby, J., Hardy G, et al. (2012)
Effectiveness of Multi-Professional Team Working (MPTW) in Mental Health Care. Final
report. NIHR Service Delivery and Organisation programme.
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