Coaching and Feedback

Transcription

1 PICK-UP-AND-RE Caching and Feedback 8 hurs / ne day Written by Elizabeth Lambert (Oxfam GB Learning and Develpment Adviser) and Margaret Pinningtn (frmerly Infrmatin Services Custmer Services Manager, Oxfam GB) with help, supprt, and cntributins frm many Oxfam staff arund the wrld

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3 Caching and Feedback Cntents Facilitatr's ntes Intrductin 59 Sessin 1 Sessin 2 Sessin 3 Sessin 4 Sessin 5 Sessin 6 Sessin 7 Sessin 8 Sessin 9 Intrductin 64 What is caching? 66 When d yu cach? 67 A caching mdel 70 Questining and listening 75 Practice in caching skills (1) 77 Giving and receiving feedback 80 Practice in caching skills (2) 83 Review and cnclusin 85 Handuts Handut 1 Handut 2 Handut 3 Handut 4 Handut 5 Handut 6 GROW(ME) questins 86 Types f questin 88 Effective listening 90 Giving feedback 91 Develpment plan 92 Curse evaluatin frm 93 Flipcharts Flipchart 1 Wrkshp bjectives 94 Flipchart 2 Agenda fr the day 95 Flipchart 3 Definitins f caching 96 Flipchart 4 (Un)cnscius (in)cmpetence 97 Flipchart 5 GROW(ME) 98 Flipchart 6 The infrmatin funnel 99 Flipchart 7 Caching practice 100 Flipchart 8 Giving feedback (1) 101 Flipchart 9 Giving feedback (2) 102 Flipchart 10 Giving feedback (3) 103

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5 Caching and Feedback Facilitatr's Ntes 59 Facilitatr's ntes Intrductin Infrmatin fr managers Length f mdule One day Facilitatin skills This mdule requires presentatin skills and the management f facilitated discussins and small-grup activities. It des nt require any specialist knwledge f caching, but ideally it shuld be run by smene wh has either cached r been cached. Managers are respnsible fr ensuring that this wrkshp is delivered by a suitably cmpetent and experienced member f staff. Participants This mdule is intended fr all staff: wh want t increase their understanding f caching techniques wh want t refresh their caching skills. Preparatin by participants Nne Size f grup This curse culd be run fr grups f Ideally the ttal number f participants shuld be a multiple f 3 (6, 9, 12, r 15) t enable efficient caching practice. It may be apprpriate t ensure that during exercises managers and emplyees frm the same team are put int different grups. Infrmatin fr facilitatrs Rm This mdule requires sufficient space fr the whle grup t wrk tgether in the rm. It als requires enugh space fr grups f 3 t wrk n caching practice. The small grups shuld be psitined s that they cannt be verheard. Seating fr plenary sessins shuld be in a U shape, facing the frnt f the rm. Equipment needed Flipchartand pens Writing paper and pens

6 60 Pick-up-and-G Training Pack Managing Yurself and Others Preparatin f material Phtcpy handuts (the texts will be fund after the ntes n the sessins). Prepare flipcharts (examples are given at end f this mdule). Preparatin by the facilitatr The facilitatr will need t read and becme familiar with the material, and manage the preparatin f material and the lcatin. Fr Sessin 4, prepare in advance an issue n which the grup culd cach yu. It will be mre successful if yu chse a real-life issue which is nt cnnected with wrk. Fr example, yu might be cached t prepare yu t imprve yur level f fitness, r t prepare yu t learn anther language. Linked learning Publicatins Caching fr Perfrmance: Grwing Peple, Perfrmance and Purpse by Jhn Whitmre (Nichlas Brealey Publishing, 2002) Effective Caching: Lessns frm the Caches' Cach by Myles Dwney (Texere Publishing, 2003) Little Bk f Caching by Ken Blanchard and Dn Shula (Cllins, 2001) The One Minute Manager by Ken Blanchard and Spencer Jhnsn (HarperCllins, 2004) Internet On-line curse in Giving and Receiving Feedback at Fr Oxfam staff: Oxfam GB Intranet Internatinal Learning and Develpment site Other internal resurces Ask yur Reginal HR team and line manager fr further supprt n caching. Translatins This mdule is currently available in English, Spanish, French, and Prtuguese. If it wuld help participants, please feel free t translate all r part f this mdule int additinal languages - but please send a cpy t the Oxfam Publishing team at Oxfam Huse. Supprt and feedback Please send yur questins, ideas, and feedback t learninternatinal@xfam.rg.uk

7 Caching and Feedback Facilitatr's Ntes 61 Wrkshp bjectives As a result f this wrkshp participants will: Knw... when and where t use caching in the wrkplace the GROW(ME) mdel fr caching hw t ffer and receive cnstructive feedback Feel... cnfident in their wn ability t cach cnfident in using caching as ne management style t develp thers D... practise giving and receiving feedback practise caching, using the GROW(ME) mdel identify their wn develpment needs as a cach

8 62 Pick-up-and-G Training Pack Managing Yurself and Others Timetable ;Finish Intrductin ,50.2. What Is caching When d yu cach? ,30 4. A caching mdel BREAK 02,45 03,30 5. Questining and listening skills Practice in caching skills (part 1) ,00 LUNCH Giving and receiving feedback BREAK Practice in caching skills (part 2) 07,15 07,45 B. Review and cnclusin The timings fr this ne-day event are shwn as starting frm The actual start-time will depend n the grup's nrmal wrking hurs.

9 Caching and Feedback Facilitatr's Ntes 63 Additinal infrmatin fr the facilitatr Definitins f caching Caching is helping peple t unlck their ptential t maximise their wn perfrmance. It is helping them t learn, rather than teaching them. Caching is a management tl fr enhancing the perfrmance f thse with whm we wrk. It helps peple t unlck the ptential that is already within them, in rder t maximise their wn perfrmance. Peple were nce viewed as empty vessels, int which is pured everything that they need in rder t reach their individual ptential. Nw peple are viewed as seeds, which (with the apprpriate resurces) have all the inner ptential necessary t grw int great trees. In rganisatinal terms the rle f the cach is t prvide the apprpriate resurces, such as encuragement and emtinal nurishment, s that the individual can realise that inner ptential. Caching is nt t be cnfused with mentring. Mentring fcuses n the lng-term develpment f the individual. Caching is mst effective when it is used in the shrt term fr immediate imprvements in perfrmance, and the specific develpment f skills and knwledge. Caching is a management tl t help an individual t identify what she r he already knws. The cach's rle is t ask questins, using the GROW(ME) mdel as a guide. The individual has all the resurces that s/he needs t develp the skills r tls that are required. When the individual increases his r her sense f awareness and respnsibility, he r she will be able t answer the questins frm their wn resurces. Asking questins using the GROW(ME) mdel is a way f develping awareness and respnsibility. Althugh this prcess seems t be very nn-directed, the cach is in cntrl f the prcess by asking questins in a particular rder and listening carefully t the answers - thus enabling even deeper questining and reflectin.

10 "O ' ;-up-ai Sessin 1 Intrductin TOTAL TIME: 30 minutes Q 1 Purpse: t ensure that the purpse, aims, and bjectives f the day are clear and everyne understands the frmat f the sessins and the verall structure f the day. At the end f the sessin, participants will knw what the curse bjectives are and will have had an pprtunity t talk t at least ne ther persn, giving them an pprtunity t use tw key caching skills: listening and questining. Timing What YOU d 00$O Welcme the participants as they enter the rm. Intrduce yurself - yur name, where yu wrk, yur rle,. ' *^ *-.. / as facilitatr in this sessin. Resurces Read thrugh the wrkshp bjectives. Use prepared Flipchart 1 and put it n the wall where it can be seen thrughut the day. Explain the agenda fr the day, using Flipchart 2. Ask participants t wrk in grups f 3 (and ne grup f 2 if there are unequal numbers). Explain that they have 6 minutes and s will have t wrk efficiently. Ask questins abut the 4bfrdti&&Meti!*Hkl Use basic questining skitts and Ks^p*^ skus t determine the persnal bjective tft$ft ItasyaiJe expecting t be met by the wrkshp " ' ' Present the bjective t the gr< >* Flipchart 1: 'Wrkshp bjectives' Flipchart 2: 'Agenda fr the day' Pens and paper Blank flipchart Fraini CO "0 Q] O iagin CQ iursel "I. * h a> a. O 53 t >

11 Nte: Althugh yu have tld the participants that they have 6 minutes fr the exercise, ensure that yu allw extra time, r because it will prbably take slightly lnger than this. Tell the grups that they are ging t find ut infrmatin,; abut ne anther and practise sme useful caching skills i. at the same time.. Ask the grup t decide wh will be persn A, persn B, and persn C. ; Explain:,-J " '.;' " ' "..' ' *'"' i,f,fl~- A asks B abut his r her persnal bjectives fr the day. B ~» ;?{. answers, and C writes dwn his r her understanding.... ;. :'f'r '- Swap rles: B asks C, and A writes dwn his r her ' ". -. '.,. ^-Vs."." understanding. ' " ' f J^f:- Swap rles: C asks A, and B writes dwn his r her.. -». ". " 0) i. Q '.C"-A..-'~ understanding... " /. : ;-.:'l t-.'.., - "..*'/.'..'-. - 5$*./, * Each persn then presents the bjectives f the persn ' -\- " " ' /* *.-\ '*. "' ' ' '"'.'- ' ' '..? :i,, they have written up (A presents C; B presents A, and C.\ '. ' ' -, ' af ':'-/i -- - presents B) and intrduces that persn by name t the : ' * - 8 ^ '-,-/ grup. 3 j As they say the persnal bjectives, summarise them n a I 00,10 flipchart and put it n the wall s that yu can check back later t ensure that these have been cvered as far as ' "' pssible. p (35 Ol :

12 Tl ick-uip-ar a. Sessin 2 What is caching? Purpse: t find ut what participants already knw abut caching and t clarify fr all what caching actually means. Timing What YOU d Ask the grup: what is caching? Acknwledge all the answers and ask fr ther definitins. Shw Flipchart 3 and ask fr a vlunteer t read it alud. Ask the grup fr their cmments. Ask the grup: what situatins invlve talking t peple in the wrk place but culd nt be defined as caching? Pssible answers include: delegating, cunselling, telling, and making enquiries. Explain that caching is the prcess f helping thers t learn fr themselves. It is nt abut teaching peple r telling them what t d. Thse are useful management tls in sme situatins, but we need t be clear what caching is. Ask the learners t think f a real-life wrk situatin in which they culd be cached. They shuld nt discuss it nw, because there will be an pprtunity later in the day fr them t cach each ther in these situatins CiJ What the LEARNERS d Suggest definitins f caching. Vlunteer t read the definitins. Questin anything they d nt understand r anything that they disagree with. Make cmments abut the definitins f caching. Suggest what caching is nt. Think f a real-life wrk situatin fr which they will receive caching frm anther participant later in the day. Ask the grup: what skills des an effective cach need? Summarise the answers n a flipchart. Make sure that the fllwing are included: Questining, Listening, Observing, Summarising, Feedback, Analysing infrmatin Call ut ideas Explain that it is apprpriate t use different styles in different situatins. Say that yu will explre this in the next sectin. TOTAL TIME: 20 minutes Resurces Flipchart 3: 'Definitins f caching' Fr anther definitin f caching fr the facilitatr, see Additinal Infrmatin in the Intrductin \ inin CQ -n 'ack Ql Q) CO a. O Blank flipchart en

13 Sessin 3 When d yu cach? 3 pages TOTAL TIME: 40 minutes Purpse: t clarify when caching is the mst apprpriate interventin, and t give the participants an pprtunity t explre different management skills. Timing What YOU d Ask participants t discuss, in pairs, the types f situatin in which they culd/wuld use caching at wrk, and t write dwn their ideas n a piece f blank paper. Explain that they have 5 minutes fr this activity and then they will present their ideas t the rest f the grup. Ask each pair in turn t tell the grup abut ne situatin where they wuld use caching. Tell the rest f the grup t challenge them if they d nt feel that it is an apprpriate use f caching and anther style might have been mre useful. When each pair has described ne situatin, ask if any ther situatins were suggested that have nt yet been mentined. Be prepared t cmment if yu think that the example is nt suitable fr caching, eg. where the learner is very cmpetent. Listed belw are sme examples f when caching culd be used at wrk. If there are any that are nt mentined by ne f the pairs, add them yurself. Cnsciusly, during a 1-1 with smene whm yu manage, when they want t discuss hw t prgress t the next stage f a piece f wrk. Spntaneusly, in respnse t smething that happens r smething that yu bserve. When giving smene smething new t d. When discussing career aspiratins with a clleague. What the LEARNERS d Disc:uss when thc-sy v.uld USH.'i caching style nr fthwi a c..ichni(j slyl'rj m;iy «X \.'«;rk Wrtf (- (i( iw.ttw* Resurces Blank flipchart paper Flipchart pens fr each pair O 3; Q. T1 Q. a- 7T Tl 03 g. it " CO - - * O5

14 . 1; -." '- What YOU d When yu are the expert n smething, yu can cach clleagues, staff whm yu manage, r even yur manager. When yu shw smene smething practical e a cmputer. When yu give feedback, and the ther persn d differently next time. When smething has gne wrng and yu want t explre what happened and why, and hw t prepare t avid this next time and think abut what t d differently. Asa general style f managing / interacting with peple. It can be used as a general apprach. Shw Flipchart 4. Explain: Stage 1: lacks skills and cmpetence t tackle the task. Stage 2: may have sme relevant skills, but lacks cnfidence t d it alne. Stage 3: capable, but may lack the cnfidence t d it cnsistently well, alne. Stage 4: experienced with the task and cnfident in his/her ability t d it well. Explain that each persn will be at a different stage, depending n the issue in questin. Ask the participants t think abut the stage they have reached fr each f the fllwing activities; driving, typing, speaking English, juggling. Encurage the participants t share their thughts with the rest f the grup. Explain that fr different areas f their life/wrk, learners will be at different stages. *5S«5 wsmmm Resurces W$m Flipchart 4: jssjjjj '(Un)cnscius (in) cmpetence' Q. 6 O CO T> Q] O 0) CO 01 Q. g

15 Ask participants at which stage they think it is mst apprpriate fr a cach t be invlved with supprting a learner. Nte During this discussin, lead the participants t the cnclusin that a cach can supprt a learner thrugh all these stages, particularly stages 1-3. Explain that the rle f the cach is t take participants thrugh the stages f cmpetence that individuals g thrugh when develping in a particular area/skill. 3^ 0) Q. Tl (D Q. CT Q] O 7? -n g q f t a> CO

16 Sessin 4 A caching mdel 4 pages TOTAL TIME: 60 minutes Purpse: t intrduce the GROW(ME) mdel f caching. Timing What YOU d 0t.3O Shw Flipchart 5, shwing the acrnym f the GROW(ME) mdel. Tell the grup: the GROW Mdel is ne f the best knwn and widely used mdels f caching. It prvides a simple yet pwerful framewrk fr navigating a rute thrugh a caching sessin, as well as prviding a means f finding yur way when lst. This mdel clearly defines the sequence f questins that shuld be fllwed Ask if anyne is aware f the GROW(ME) Mdel. If anyne says yes, ask the grup what the letters G, R, O, W, M, E stand fr. If the grup has little r n prir knwledge f the GROW Mdel, yu will have t explain it t them (see belw). Fill in the wrds in rder n the flipchart and explain each ne with sme example questins. Yu are presenting infrmatin, s try t be lively and succinct. G - Gal. Firstly, a sessin must have a clear Gal. The gal shuld be as specific as pssible; and it must be pssible t measure whether it has been achieved. S, nce the gal has been identified, questins like 'Hw will yu knw that yu have achieved that gal?' are useful. R - Reality. As well as knwing where yu are trying t get t, yu need t knw where yu are starting frm: the current reality. It is surprising hw ften this is the key part f a caching sessin. Simply by seeing the situatin clearly (rather than what was thught r imagined t be the situatin), the reslutin becmes bvius and straightfrward. What the LEARNERS d Resurces Share their kixywledge f the GROW^ME) Mdel. Flipchart 5: 'GROW(ME)' c d) Tl 01 7T 0) CO CQ O 0) Q.

17 Timing What YOU d What the LEARNERS d Resurces O - Optins. Once yu knw where yu are and where yu want t g, the next step is t explre what Optins yu have fr getting there. A useful metaphr fr GROW is a map: nce yu knw where yu are ging (the gal) and where yu are (current reality), yu can explre pssible ways f making the jurney (ptins) and chse the best way. Tell the grup that this sessin is a brainstrm f pssibilities, which dn't need t be judged at this stage. W - Will. But this in itself is nt enugh. Yu must als have the mtivatin, r Will, t make the jurney. The 'W is ften taken t stand fr a number f ther elements f a sessin, all f which are imprtant. Sme authrs have the W standing fr What, Where, Why, When, and 8 Hw. But whatever is emphasised, the desired utcme frm this stage! is a cmmitment t actin. *S Q. T1 M and E - Mnitr and Evaluate. It is useful t mnitr prgress twards <8 achieving the gal and evaluate the success f the rute taken in achieving g" that gal. This may result in a recgnitin that success has been achieved, r it may result in the gal being redefined. j Explain that the GROW(ME) prcess has been shwn sequentially = here. In practice, it is a much less linear prcess, which usually revisits each f the stages several times; fr example, when yu have explred» the reality f the situatin, it ften suggests mre questins abut the precise gal. w

18 01M What YOU d Tell the grup that they are nw ging t practise caching with GROW as a whle grup. Later they will d it individually. Tell the grup that they are ging t cach yu, using this mdel. Nte Yu shuld have prepared in advance an issue n which yu culd be cached. The exercise will wrk best if yu chse a real-life issue which is nt cnnected with wrk. Fr example, yu might be cached t prepare yu t imprve yur level f physical fitness, r t prepare yu t learn anther language, r t spend mre time with yur children. Thrughut this activity, encurage the grup t wrk tgether t cach yu, rather than letting just ne individual taking the lead. Yu may need ccasinally t cme ut f yur rle as a learner t give the grup sme directin, if they begin t lse their fcus. Give ut Handut 1. Explain that these are examples f the kinds f questin that can be used fr each stage f the GROW(ME) mdel. Learners can use these during the next exercise, but shuld nt be restricted t asking nly these questins. Encurage the grup t ask yu questins abut yur gal. Dn't reveal everything at nce: let them prbe. If they start questining yu abut the current reality, stp them and say: 'First let's be clear abut the gal'. Once they feel that they have defined the gal, ask smene t summarise it. Get the grup t ask yu questins abut the reality f yur situatin. Dn't reveal everything at nce: let them prbe. If they start questining abut yur ptins, stp them and say 'Let's be clear abut the reality'. Once they feel that they have established the reality f yur situatin, ask smene t summarise it. Ask them t establish with yu whether explring the reality has had an impact n the gal. questins t establish th>e& %%ty. Resurces Handut 1: 'GROW(ME) questins' 3! " 7 0) 6 O 13 CO TJ Q> O 7T eg CQ O QJ a. O 5-

19 Timing What YOU d What the LEARNERS d Resurces Get the grup t ask yu questins abut yur ptins. Dn't reveal everything at nce: let them prbe. If they start questining abut what yu will d next, stp them and ask them t establish the ptins first. Once they feel that they have explred yur ptins, ask smene t summarise them. Ask them t establish with yu whether explring yur ptins has had an impact n the gal r reality f yur situatin. Get the grup t ask yu questins abut what yu will d next. If they start questining abut mnitring and evaluatin, stp them and ask them t fcus n what yu will d next. Once this has been adequately explred, ask smene t summarise it. Ask them t establish with yu whether explring yur future plans has had an impact n the gal, the reality, r yur ptins. Ask the grup t discuss whether they fund the prcess easier r harder than they expected? What did they learn frm the activity? Ask Optins. Ask questins t estamsh What MMXP Shiirc) thughts and fewhngs nbtit using < u»stinning nccwtfcfuj t the GROW Mdel Optinal activity If the grup feel that repeating this exercise will be beneficial, and if time allws, repeat the exercise, with ne f the participants being cached by the ther members f the grup. Again, make sure that the chsen subject in which they cach the persn is nt related t wrk. This ensures that they can't draw n their wn expertise, and thereby emphasises the principle that it is nt necessary t be an expert in a particular subject matter in rder t cach smene successfully. Vlunteer t be cached by the grup. Ask questins t establish the Gal, Optins, ReaBty, and What next (as abve). NB: This activity will add a further 30 minutes t the length and timing f the sessin. CO 0) 2. cr O 03 O CO

20 BREAK Encurage the grup t mve frm their chairs and take sme refreshments. When we are learning, it is imprtant t have time t reflect. Tell the grup that, where pssible, they shuld nt use the break as an pprtunity t make telephne calls r return t their desks. 3? "? 6 O Tl O7 0} CO 3' CO c w. ti 03 g Cfl

21 Sessin 5 Questining and listening 3 pages TOTAL TIME: 45 minutes Purpse: t intrduce the techniques f pen questins and the skills f active listening Timing What YOU d Intrduce the sessin by explaining that the essence f caching is t ask effective questins. An 'effective' questin, in this case, is ne that assists the ther persn in his r her learning. The questins are asked fr the participant's benefit, nt fr the cach's. The nly reasn fr the cach t knw the answer is that the mre knwledge that he r she has f the participant, the better able he. r she is t assist - prbably by asking anther questin. Althugh the skill f questining is mainly a matter f cmmn sense, it is useful t recgnise that different kinds f questin can take ur minds alng different pathways. What the LEARNERS d Resurces 02*50 Ask the participants t frm pairs again. They shuld wrk with peple whm they have nt wrked with s far n this curse. Explain that yu are ging t give them a handut describing different types f questin. On the handut are blank spaces where they shuld write dwn an example f each type f questin. Ask the participants t think f a subject in which they culd cach a learner. All f their written questins shuld cncern that subject. Explain that they have 10 minutes fr this activity. Give ut Handut 2. Mve arund the grups as they wrk n the activity, answering any questins that arise and clarifying anything that is unclear. O the activity n Handut 2. Handut 2: Types f questin' Shw Flipchart 6. Explain that it shws hw varius types f questin can be used tgether t help a persn t clarify his r her thught prcesses. Flipchart 6: 'The infrmatin funnel' Q) CO Q. CT 03 O -n O_ 5T 3" O *

22 What YOU d Resurces Ask the participants t read the flipchart and then lk at the questins that they wrte dwn in the previus activity. Ask hw their questins relate t the infrmatin shwn in the diagram n Flipchart 6. Discuss their answers. Tell the grup that they are nw ging t learn abut listening skills. Ask them t sit in a circle. Explain that yu will think f a shrt sentence, then whisper the sentence t the persn next t yu. The persn next t yu will whisper it t the next persn, and s n until the sentence is whispered t yu. Yu will then tell the grup the riginal sentence that yu whispered and the versin that was whispered t yu after it had gne rund the grup. Play the game several times, with a different persn starting ff the game n each ccasin. Ask the participants t think abut what makes an effective listener and why listening is imprtant. Summarise the answers n a flipchart. Pssible answers: eye cntact, ndding t shw that yu are still listening, summarising respnses back t the learner, nt interrupting, maintaining attentive bdy language Ask the participants t read Handut 3. Ask the participants if they have any further questins abut effective listening. Blank flipchart Handut 3: 'Effective listening' Explain that effective listening skills are essential in caching, and the participants can use the pprtunities they have tday t practise effective listening. ' Q. O 6 3 CQ "0 cu 7T 0) Q} CO 0) _ 03 Q. O W

23 Sessin 6 Practice in caching skills (part 1) 2 pages TOTAL TIME: 40 minutes Purpse: t put int practice the thery that has been presented s far. h..»-'. What YOU d Explain that the participants will nw practise caching each ther in grups f 3, taking turns t be the cach, the learner, and the bserver. Tell them that they have 30 minutes fr this part f the activity. The secnd and third peple will be cached in Sessin 8 (fllwing the sessin abut Giving Feedback). Ask the participants t frm grups f three and chse rles fr themselves (as learner, cach, r bserver). ; *.. Resurces Explain that the learner will have chsen a tpic, as requested in Sessin 2. -,. * ' Refer participants t Flipchart 7, which shuld be clearly visible thrughut the exercise. Explain that the cach will help the learner t: explre the Gal and current Reality lk fr and identify Optins identify the next steps. Explain that the bserver des nt take part in the discussin but recrds examples f effective and ineffective questins asked by the cach, in rder t give feedback at the end. 4*. -. ' : V? if r'- :'. '>-'. :." /<!? ^'hl*-'-''*'- Flipchart 7: 'Caching practice' 0} 3^ 0) n Q. cr Q] 7? 01 a Si 3" CO CO

24 Timing What YOU d What the LEARNERS d Resurces 03,35 As facilitatr yu will need t bserve the grups and ffer supprt and advice if necessary and/r apprpriate Ask the participants t cme back tgether. Cme back tgether in ne grup. Ask each participant t spend ne minute writing dwn Think abut what they have learned abut what they have learned abut caching. caching. Ask the participants t tell the rest f the grup ne thing Tell the grup ne thing that they have learned that they have learned abut caching. abut caching c XJ 01 Q. 6O 3 eg I a. g 55

25 LUNCH BREAK When we are learning, it is imprtant t have time t reflect. Tell the grup that, where pssible, they shuld nt use the break as an pprtunity t make telephne calls r return t their desks. s -n a. O" Q) 7T 0)

26 Sessin 7 Giving and receiving feedback 3 pages TOTAL TIME: 45 minutes Purpse: t intrduce a mdel fr giving feedback in a caching sessin and give the participants an pprtunity t practise giving feedback. Timing What YOU d What the LEARNERS d Resurces 06,00 Explain that caching uses questining techniques t generate understanding and raise awareness. The apprach is 'nn-directive', in that the persn is encuraged t cme t a cnclusin / reslutin fr himself r herself. There may be ccasins when the cach has smething f value t add, sme infrmatin t input. It is therefre imprtant fr caches t develp skills in giving feedback. Giving feedback is a mre directive apprach than caching. It is imprtant that the cach ffers t give feedback - therefre signalling a clear change f style. Once the feedback has been delivered, the cach shuld mve back int a nn-directive caching style. This als gives the learner an pprtunity t refuse feedback. Ask the grup t suggest times when it may be apprpriate fr a cach t give feedback t a learner. Pssible answers include: When a learner has an inapprpriate gal. When a learner has an unrealistic perceptin f reality. When a learner asks fr it. Suggest ccasins when it may be apprpriate fr the cach t give feedback t the learner Shw Flipchart 8. Explain that this is a useful three-step prcess fr giving feedback. Flipchart 8: 'Giving feedback' (1) O 3? ' c Q] Q. 6 O CO 03 3 c 53 Q. O C/3

27 Timing What YOU d What the LEARNERS d Resurces Explain the wrds shwn n Flipchart 8: CONTRACT: this is the agreement that yu make with the persn t whm yu wish t give feedback. It invlves an ffer f feedback and an pprtunity fr the learner t accept r reject the feedback. Fr example, yu culd say: 'I have sme feedback fr yu - d yu want it?' DATA: this is the infrmatin that yu share with the learner. It shuld cnsist f three pieces f infrmatin: the situatin, the behaviur, and the impact f that behaviur. Shw Flipchart 9 as an example. ACTION: fr the feedback t be effective, the learner needs t be clear abut what he r she will d next. At this stage the cach can revert back t a questining apprach. Shw Flipchart 10. It is pssible at this stage that the learner may need further caching in this specific area. Flipchart 9: 'Giving feedback' (2) Flipchart 10: 'Giving feedback '(3) Ask the grup t frm pairs and d the activity described n Handut 4. Give ut Handut 4 and explain that they have 15 minutes fr this activity. Mve arund the grups as they wrk n the activity, answering any questins that arise and clarifying anything that is unclear. Frm pairs. Participate in the activity in Handut 4. Handut 4: 'Giving feedback' Ask the grups t cme back tgether. Ask the grup what they wuld d if a learner refused feedback. Ensure that the fllwing pint is cvered: d nt give feedback if it is nt wanted. If it is cntinually refused, hwever, yu may need t give feedback n this repeated refusal. Dfecwss what tttey wuw d if the learner refused feedback. O CO Q] cr g. I u> z 00

28 Explain that giving feedback within a caching sessin can be undertaken at each stage f the GROW(ME) mdel. It is a mre directive apprach than caching, hwever, and nce it has been delivered, the cach shuld return t a nn-directive apprach BREAK Encurage the grup t mve frm their chairs and take sme refreshments. When we are learning, we need time t reflect. Tell the grup that, where pssible, they shuld nt use the break as an pprtunity t make telephne calls r return t their desks. CO t C XJ Q] a. cb CO Tl QJ O eg O 0) CL g

29 Sessin 8 Practice in caching skills (part 2) 2 pages TOTAL TIME: 75 minutes Purpse: t put int practice the thery that has been presented s far. Timing What YOU d Explain that the participants will again practise caching each ther in grups f 3, as in Sessin 6. By the end f this sessin they will each have played the parts f cach, learner, and bserver. Tell the participants that they have 1 hur fr this part f the exercise: 30 minutes fr each persn. Explain that if it is apprpriate the cach culd give feedback t the learner, as practised in the previus sessin. Ask the participants t frm grups f three and prepare their final rle (learner, cach, r bserver). What the LEARNERS d Frm grups f 3.. chse t be either the learner, the cach, r the bserver. Resurces Remind them that the learner will have chsen a tpic, as requested in Sessin 2. Explain that the cach will help the learner t: explre the Gal and current Reality lk fr and identify Optins identify the next steps. Give feedback t the learner where / if apprpriate. Explain that the bserver des nt take part in the discussin but uses the handut t recrd examples f the effective and ineffective questins asked by the cach, in rder t give feedback at the end. g Q. a- su 7T

30 06.05 Keep Flipchart 7 visible thrughut the exercise fr the Take turns t be the cach, the learner, and the Flipchart 7: participants t refer t. bserver (30 minutes In each rle). 'Caching practice' As facilitatr, yu will need t bserve the grups and ffer supprt and advice if necessary and/r apprpriate After 30 minutes, swap rles s that a secnd persn has Take turns t be the cach, the learner, and the the pprtunity t be cached. bserver (30 minutes in each rle). As facilitatr yu will need t bserve the grups and ffer supprt and advice if necessary and/r apprpriate. 3? Ask the participants t cme back tgether. Cme back tgether in ne grup. - Ask each participant t spend ne minute writing dwn Think abut what they have learned abut ^ what he r she has learned abut caching. caching. <b Ask the participants t tell the rest f the grup ne thing Tell the grup ne thing that they have learned =^ that they have learned abut caching. abut caching. 1; O7? eg 3' CQ O 01 Q. O E?

31 Sessin 9 Review and cnclusin TOTAL TIME: 30 minutes Purpse: t enable the participants t reflect n their learning and cnsider their persnal develpment plans, and help them t identify the next steps in develping caching skills. Timing What YOU d Refer t Flipchart 4. Ask the participants t write their names n the flipchart in the place that best describes hw they feel abut their caching ability nw. What the LEARNERS d In s n Hie scale irt the psitin that fl their wn eaewng stdis, Resurces Flipchart 4: '(Un)cnscius (in)cmpetence' Explain that each participant will cmplete an Actin/Develpment Plan fr their develpment as a cach. Explain that everyne shuld have, as part f their develpment plan, ne persn whm they will cach within the next three weeks Allw 5 minutes fr each participant t recrd his r her wn Develpment Plan. Recrd an ac*in/dfevej >rnertf plan. Handut 5: 'Develpment plan' Ask each member f the grup t discuss their plans with the persn sitting next t them. Discuss their plan with a partner Ask each participant t cmplete a Curse Evaluatin Frm and give it t yu befre leaving. Cmplete and return a Curse Evaluatin Frm. Handut 6: Curse Evaluatin Frm Thank all the participants fr their cntributin t the day. 0) a. Q. 03 s- 0) 0) 00 en

32 86 Pick-up-and-G Training Pack Managing Yurself and Others Handut 1: GROW(ME) questins Gal What d yu want? What is the aim f this discussin? What d yu want t achieve in the lng term? What des success lk like/feel like? Hw much persnal cntrl r influence d yu have ver yur gal? What wuld be a milestne n the way? When d yu want t achieve it by? Is that pssible, challenging, achievable? Hw will yu knw when yu have reached this gal? Reality What is happening nw? What, When, Where, Wh, Hw much, Hw ften? Wh is invlved (directly and indirectly)? What happens t yu and the thers directly invlved? What is the effect n yu and thers? What have yu dne abut this s far? What results did that prduce? What is missing in the situatin? What d yu have that yu are nt using? What is hlding yu back? What is really ging n? Des this change the gal that we have defined? Optins What culd yu d? What else culd yu d? What if...? (time, mney, pwer, etc.) Wuld yu like anther suggestin? What are the benefits and csts f each ptin? What next? What will yu d? Which ptin r ptins d yu chse? T what extent des this meet all f yur bjectives? What are yur criteria and measurements fr success? When precisely are yu ging t start and finish each step? What culd arise t hinder yu in taking these steps? What persnal resistance d yu have, if any, t taking these steps? What wuld yu d t eliminate these external and internal factrs? What supprt d yu need, and frm whm? What will yu d t btain that supprt and when? What culd I d t supprt yu? Oxfam GB 2006 All rights reserved

33 Caching and Feedback Handuts 87 On a scale f 1-10, what is yur degree f cmmitment t taking these agreed actins? What prevents yu frm scring 10? What culd yu d t raise yur cmmitment clser t 10? Mnitring and evaluatin Hw will yu knw whether this is n track? Hw will yu knw if yur actins are having the desired effect? Hw will yu reprt back abut this, t whm, when? When will yu review yur plan? (Based n Caching fr Perfrmance by Jhn Whitmre, published by Nichlas Brealey, 2002) Oxfam GB 2006 All rights reserved

34 88 Pick-up-and-G Training Pack Managing Yurself and Others Handut 2: Types f questin Open questins Yu can expect pen questins starting with: What? Hw? Why? 'What' questins take yu t the details; they narrw inquiry dwn t the specifics. 'Hw' leads twards the kind f infrmatin that wuld be experienced directly thrugh the senses, if yu happened t be present at the time f which they speak. 'Why' questins take yu t a wider perspective. They are answered by ur reasns fr what we think and d, and they reveal the generalisatins that we make. Take care t ensure that asking 'why' des nt seem aggressive. An example f an pen questin is: Clsed questins A clsed questin can be recgnised easily, because it starts with wrds r phrases like: D... Is... Can... Culd Will... Wuld... Shall... Shuld... And ften the answer is simply 'yes' r 'n'. An example f a clsed questin is: Prbing questins These may appear t be anther pen questin. Hwever, if yu lk a little clser yu will see the difference. A prbing questin is an pen questin that uses infrmatin already established in rder t 'drill dwn' a little further. (pen questin) 'What did yu have fr dinner last night?' (answer) 'Rice and vegetables' (prbing questin) 'What srt f vegetable?' Oxfam GB 2006 All rights reserved

35 Caching and Feedback Handuts 89 An example f a prbing questin is: Direct questins These may be pen r clsed, but they all have tw things in cmmn: Yu always use the name f the ther persn. Yu always pse the questin as an instructin. A direct questin wuld start with phrases like: Tell me, J... Explain t me, J... Describe t me, J... By using the ther persn's name, yu are in a psitin t get his/her immediate attentin. By phrasing the questin like an instructin ('tell me',etc.), yu are subcnsciusly giving an rder. An example f a direct questin is: Reflective questins This is anther pwerful variatin n the theme f pen and clsed questins. Imagine that the learner is talking in circles and nt reaching any cnclusin. Yu dn't want t interrupt the flw, but yu need t bring the cnversatin back n track. Ask a reflective questin, such as 'S what I am hearing is that yu are having prblems with...' Straight away, yu shuld be back in cntrl f the cnversatin. Yur learner knws that yu have been listening. He r she feels appreciated and knws that yu really want t understand his r her needs and wants. An example f a reflective questin is: Oxfam GB 2006 All rights reserved

36 90 Pick-up-and-G Training Pack Managing Yurself and Others Handut 3: Effective listening Maintain eye cntact with the talker. Eye cntact keeps yu fcused n listening and keeps yu invlved in what is being said. Fcus n cntent, nt delivery. Listen t what is being said, rather than cunting hw many times the speaker repeats a certain wrd r phrase. Avid emtinal invlvement. When yu are t emtinally invlved in listening, yu tend t hear what yu want t hear, nt what is actually being said. Try t remain bjective and pen-minded. Avid distractins. Dn't let yur mind wander r be distracted. Treat listening as a challenging mental task. Yu need t cncentrate n what is said, s that yu can prcess the infrmatin int yur feedback and reflectins. Stay active by asking mental questins. Active listening keeps yu n yur tes. Here are sme questins yu can ask yurself as yu listen. What key pint is the persn making? Hw des this fit with what I have already heard? Use the gap between the rate f speech and yur rate f thught. Yu can think faster than the ther persn can talk. That is ne reasn why yur mind may tend t wander. All the abve suggestins will help yu t keep yur mind ccupied and fcused n what is being said. Yur mind des have the capacity t listen, think, and write at the same time, but it des take practice. Oxfam GB 2006 All rights reserved

37 Handut 4: Giving feedback Caching and Feedback Handuts 91 Case study Yu are caching an emplyee wh has prblems with time management. Yu have nticed that this emplyee ften takes persnal telephne calls at wrk. Yesterday the emplyee tk five persnal calls at wrk, each lasting between five and ten minutes. Yu think that by giving this feedback yu might help the emplyee t understand the prblem. Plan what yu wuld say t this emplyee in the caching sessin, using the 'Cntract: Data: Actin' mdel. (5 minutes) Practise giving this feedback, with ne persn taking the rle f the cach and ne taking the rle f the learner. (5 minutes) Discuss what wrked well and what culd have been dne better - frm the perspectives f bth the emplyee and the cach. (5 minutes) Oxfam GB 2006 All rights reserved

38 92 Pick-up-and-G Training Pack Managing Yurself and Others Handut 5: Develpment plan Hw will I put my caching skills int practice in the wrk place? Gal Reality Optins What next Mnitring and evaluatin Hw will I develp in my rle as a cach in the wrkplace? Gal Reality Optins What next Mnitring and evaluatin Oxfam GB 2006 All rights reserved

39 Handut 6: Curse Evaluatin Frm Yur name: (ptinal) Date: Caching and Feedback Handuts 93 Facilitatr name: Wrkshp lcatin: 1. I knw when t use the GROW(ME) mdel fr caching in the wrkplace. Strngly Strngly disagree agree Please tick 2. I knw hw t ffer and receive cnstructive feedback. Strngly disagree Strngly agree 5 Please tick 3. I feel cnfident in my ability t Strngly disagree cach. 3 4 Strngly agree 5 Please tick Hw culd the facilitatr imprve his r her skills in helping thers t learn? Is there anything that culd be dne differently t raise any f the scres that yu have given? Please give this frm t yur facilitatr. Facilitatr: please cllect these frms and send them t yur Reginal Human Resurces Manager. Oxfam GB 2006 All rights reserved

40 94 Pick-up-and-G Training Pack Managing Yurself and Others Flipchart 1 Knw... Wrkshp bjectives when and where t use caching in the wrkplace the GROW(ME) mdel fr caching hw t ffer and receive cnstructive feedback Feel... cnfident in yur wn ability t cach cnfident in using caching t help thers t develp their ptential D... practise giving and receiving feedback practise caching using the GROW(ME) mdel identify yur wn develpment needs as a cach

41 Caching and Feedback Flipcharts 95 Flipchart2 Agenda fr the day Intrductin What is caching? When shuld yu cach? A mdel f caching Questining and listening skills Practice in caching skills (part 1) Giving and receiving feedback Practice in caching skills (part 2) Review and cnclusin

42 96 Pick-up-and-G Training Pack Managing Yurself and Others Flipchart 3 Definitins f caching Caching is a prcess f helping an individual r team t imprve their perfrmance, thrugh reflectin n hw they apply a specific skill and/r knwledge. Cmmn features f caching: An emphasis n acquiring further skills and/r knwledge A prfessinal fcus rather than a persnal fcus A fcus n cncrete issues r tasks: fr example, wrking mre effectively, thinking strategically, r managing a particular prject It des nt depend n an n-ging persnal relatinship as a critical factr fr success It lasts as lng as it takes fr the persn t acquire the particular skill(s) and/r knwledge. The emplyee's manager is a critical partner in caching and can be the cach.

43 Caching and Feedback Flipcharts 97 Flipchart 4 Stage 1 Stage 2 Stage 3 Stage 4 (Adapted frm Leadership and the One-Minute Manager by K. Blanchard et al. published by HarperCllins, 2000)

44 98 Pick-up-and-G Training Pack Managing Yurself and Others Flipchart 5 GROW (ME)

45 Caching and Feedback Flipcharts 99 Flipchart 6 The infrmatin funnel Open Questin. When yu want infrmatin. Prbing Questin. When yu want added detail. Direct Questin. An instructin, using the name. Reflective Questin. T get the persn back n track. Clsed Questin Fr agreement r cmmitment.

46 100 Pick-up-and-G Training Pack Managing Yurself and Others Flipchart7 Caching practice Learner Chses a tpic Cach helps the learner t: explre the Gal and current Reality lk fr and identify Optins identify the next steps Observer des nt take part in the discussin recrds examples f effective and ineffective questins asked by the cach gives feedback at the end.

47 Caching and Feedback Flipcharts 101 Flipchart 8 Giving feedback Cntract Data Actin (Adapted frm Effective Caching, Orin Business Tlkit, by M. Dwney, 1999)

48 102 Pick-up-and-G Training Pack Managing Yurself and Others Flipchart 9 Data situatin behaviur "In this afternn's meeting (situatin), when yu kept Interrupting Jack (behaviur), he seemed t be demtivated as a result (Impact)' (Adapted frm Effective Caching, Orin Business Tlkit, by M. Dwney, 1999)

49 Caching and Feedback Flipcharts 103 FlipcharMO Actin 'Hw might yu help Jack t be mtivated again?' r 'Hw might yu apprach this kind f situatin in future?' (Adapted frm Effective Caching, Orin Business Tlkit, by M. Dwney, 1999)

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