1. Unit -5

2. Monitoring &counseling
 Negative connotation of counselling.
 In dealing with employees
 Due to equation with clinical counselling- PROBLEM CASES!!!
 Performance Counselling- Focuses on entire performance
(Tasks+ Behavior) during a particular period- Not only for
specific problem.
 Help subordinates to analyse performances and job
behaviors to increase job effectiveness.
 Dyadic process
 Also called “ Coaching”

3. OBJECTIVES
 Realise his potential as a manager
 Understand his own strengths and weakness
 Acquire insight and to analyze his own behavior
 Better understanding of environment
 Increases personal and interpersonal effectiveness
 Encourages to set goals
 Encourages to generate alternatives for problems
 Develop action plans for improvement
 Can review his progress

4. POSITIVE COUNSELLING
 This is commonly referred to as the “positive asset
search.” Rather than focusing on just the problems, an
effective counselor will seek to find positive assets
upon which the subordinate can focus.

5. CONSTRUCTIVE COUNSELLING
 This type of counseling is intended to reduce
inappropriate behavior or actions. The person being
counseled is given real-time feedback in a non-threatening
manner in order to make adjustments
concerning the inappropriate behavior or actions.

6. DEVELOPMENTAL COUNSELLING
 Subordinate-centered communication that
produces a plan outlining actions that
subordinates must take to achieve individual and
organizational goals.

7. COUNSELING
 WHO IDENTIFIES THE NEED
 Counselor Centered Counseling
 Line Managers/Human Resources
 Supervisor determined a problem
 Supervisor has the solution
 Supervisor takes responsibility for success of
counseling session.

8.  Counselee Centered Counseling
 Individual/Employee Groups
 Employee Determined the problem
 Employee may have the solution
 Needs a platform for discussion

9. What is “Supervision”
 There are several interpretations of the term
"supervision", but typically supervision is the activity
carried out by supervisors to oversee the productivity and
progress of employees who report directly to the
supervisors.
 For example, first-level supervisors supervise entry-level
employees. Depending on the size of the organization,
middle-managers supervise first-level supervisors, chief
executives supervise middle-managers, etc.
 Supervision is a management activity and supervisors
have a management role in the organization.

10.  Supportive Supervision is an attitude first and a
process second. It is the creation of an environment
that allows staff to develop professionally and
enhances performance of staff regardless of current
level of performance or professional expertise

11. What Do Supervisors Do?
 Supervision of a group of employees often includes
1. Conducting basic management skills (decision making,
problem solving, planning, delegation and meeting
management)
2. Organizing their department and teams
3. Noticing the need for and designing new job roles in
the group
4. Hiring new employees
5. Training new employees
6. Employee performance management (setting goals,
observing and giving feedback, addressing performance
issues, firing employees, etc.)
7. Conforming to personnel policies and other internal
regulations

12. Rights of Supervisors
 The rights of supervisors include the right to assign work
to employees under their supervision consistent with job
classifications, the right to hold subordinates accountable
for the work assigned, and the right to evaluate how
effectively such subordinates perform.
 They also have the authority to approve and disapprove
requests for time off in accordance with both
organizational and employee needs.

13. Responsibilities of Supervisors
 The responsibilities of supervisors include becoming
familiar with the attendance rules which affect the
employees they supervise and the collective bargaining
agreement(s) which pertain to them.
 It also includes the application of these rules in a fair and
consistent manner. All employees should be instructed on
the rules, should be given their appropriate share of the
assigned work, and should be evaluated on the basis of
how well they perform.
 Supervisors are responsible for assuring that subordinates
know how to do their work safely, and do so, and that they
have the materials, tools, and other means necessary to
perform their work at a satisfactory level.

14.  Supervisors should constantly remind themselves that the
inconsistent application of work rules, especially attendance
rules, and the uneven distribution of work are major factors in
the creation of low morale among employees. When these
negative morale factors exist, they have an impact within a
particular work unit, and within the total organization, as
employees compare their relative treatment to other
departmental employees and/or to employees in other
organizational units.

15. Resources for Supervisors
 The resources for supervisors include copies of collective
bargaining agreements, policies, and procedures, as
appropriate; the leadership of their own supervisors; and
the staff of the faculty/staff relations, personnel, and
payroll offices.
 Additional "tools" are available which can greatly assist
supervisors in meeting their obligations if these tools are
properly used. They include performance evaluation,
counseling, and discipline.

16. CORE SKILLS IN SUPERVISION
 1. Problem Solving and
 2. Decision Making
 1. Define the problem
This is often where people struggle. They react to what
they think the problem is. Instead, seek to understand
more about why you think there's a problem

17. Coaching & Mentoring
 The main reasons why organizations need coaching
and mentoring activities are as follows:
 To maximize knowledge transfer
 To increase the skill levels
 For succession planning

18.  To increase skill levels
 The coaches and mentors can very effectively transfer
core skills
 Customization of skills in relation to the core activities
of the business is retained
 Cross training of staff can be achieved

19.  For succession planning
 The ability for the organization to identify ‘fast track’
candidates and prepare them for new jobs is enhanced
by coaching & mentoring
 Coaching & Mentoring can ensure continuity of
performance when key staff leave the organization
because core skills have been transferred

20. Benefits of coaching
The Coach / Mentor
The Employee
The Department
The Organization

21.  Benefits to the Coach / Mentor can be described as:
 Job Satisfaction
 Further development of own skill level
 Involvement in strategic activity

22. Coaching
 Probably the most common form of informal training is
job coaching.
1. The supervisor, or some other expert at the subject
matter or skill, tells the employee how to do something.
2. The employee tries it.
3. The expert watches and gives feedback.
4. The employee tries it until he or she gets it right.

23. The Coaching Process
 Step 1. Prepare the learner. Offer an explanation of what to do. Barriers to
effective coaching include the learner's fear of change or of appearing
incompetent. The learner might be defensive. The supervisor can help the
learner to relax by empathizing with him or her. Find out what the learner
already knows. Proceed from the familiar to the unfamiliar.
 Step 2. Demonstrate the operation. Demonstrate how to do it. Explain to
the learner exactly what is being done during a demonstration, moving from
the simple to the complex. Allow the learner the opportunity to ask questions.
Explain the relationship between what the learner is doing and the overall
operation.
 Step 3. Create a positive atmosphere. Give positive reinforcement to the
learner. Be patient with the learner.
 Step 4. Have the learner perform the operation. Let the learner participate.
Active participation is essential for instilling long-term learning. Step 5. Follow
up. Evaluate learning. Check up on the learner's progress to demonstrate your
availability to answer questions and to discover any new problems.

24. Counseling
 Counseling is a process through which one person
helps another by purposeful conversation an
understanding atmosphere.
 It helps people to see things from a different viewpoint
and encourage them to draft their action plan.

25. The Counseling Process
 Step 1. Describe the changed behavior.
 Step 2. Get employee comments on the changed behavior
and the reason for it..
 Step 3. Agree on a solution
 Step 4. Summarize and get a commitment to change.
 Step 5. Follow up.

26. COUNSELING STYLES
 EVALUATIVE – Make judgments based on what
you have heard and suggest answers
 INTERPRETAATIVE – Interpret what you have
heard without checking the accuracy of what you
have heard
 SUPPORTIVE – Offer general sympathy
 PROBING – Find out more information
 REFLECTIVE – Try to feed back your listener’s
perception of what has been said in order to check
its accuracy.

27. Problem Solving
 Problem solving has been defined as a higher-order
cognitive process that requires the modulation and
control of more routine or fundamental skills
 Perceive your Problems.
 Look at Problems Practically.
 Problems have a limited Life Span.
 Problems have both Negative and Positive Reaction.

28. Problem-solving techniques
These techniques are usually called problem solving
strategies. Some of these are:
 Abstraction: solving the problem in a model of the
system before applying it to the real system
 Analogy: using a solution that solved an analogous
problem
 Brainstorming: (especially by using groups of people)
suggesting a large number of solutions or ideas and
combining and developing them until an optimum
solution is found

29.  Analyzing the Problem
 Defining the Problem
 Identify the Causes
 Generating Solutions
 Decision

30. Analyze the Problem
 Key Issues.
 Ideal Outcomes.
 Avoid Judgments

31. Defining the Problem
 Why it is Problem?
 What type of problem is it ?
 How urgent is the problem?
 What are the consequences ?

32. Causes
 Mindset
 Need
 Environment
 Inability
 Lack of Experience

33. Generating Solutions
 Optimal Solution
 Maximum Gain / Minimum Loss
 Predictions (Trial and Error)

34. Decisions
 What is the probability of success?
 Be Confident
 Avoid Dilemmas
 Forecast
 Choose alternative which best meets the criteria.