What went right in that conversation with Teacher A that turn things for the better? The physical setting was as usual, inside my cubicle, and it was the first work review session for the year. My tone of voice was gentle and friendly but I feel that I was also firm when I pointed out to Teacher A directly that I would like to clarify some issues from an email that Teacher A had sent to me earlier. In my heart, I felt strongly that if the issues were not addressed first, the tension between us would worsen and things might turn out really really bad. Hence, I did not follow the usual procedure that a supervisor would carry out during the first work review session (like setting targets and so on).
The issues I addressed during the conversation were mainly:
1) Email is an easy communication tool for general discussion between 2 or more parties. However, the tone of the message in the mail is determined by the words used and will be depending on the way the reader reads the mail. The sender cannot control how the message is read by the reader.
2) The use of email to solve a problem may not work due to the reason mentioned in the earlier point. For more effective discussion to solve a problem, all parties involved should come together face-to-face to work on finding a solution to the problem.
3) As the supervisor of Teacher A, I hope to help Teacher A develop and grow and hence more conversation (especially face-to-face) need to occur between us.
4) I told Teacher A that I was also learning to be a better supervisor (people developer) and that it takes 2 hands to clap. Hence, both of us need to work hand in hand for things to work out well. And of course, I would need Teacher A to give me relevant feedback for me grow to be a more effective supervisior.
Probably I had really hit the nail on the head with the issues mentioned above during the conversation.
Monday, February 14, 2011
Monday, February 7, 2011
Just a sharing
As teachers, we need to build positive relationships with our pupils so that reaching out to them is easier. Similarly as people developers, we should also build positive relationships with those under our care and development.
I am confident to say that I have been able to build good relationships with most of the teachers in my department. I am also glad to feel some improvement in the relationship with one of them as I have been getting more positive responses from this teacher. Let me call this teacher, A. I have been the people developer for Teacher A since the day I head the department and Teacher A is quite an experienced teacher considering the number of teaching years in the school. Teacher A has been feeling very down and uninspired due to some reasons that I will not mention here. Whenever I attended courses on developing and coaching people, Teacher A was always part of my learning intention or aim that I wished I could find a solution to help and motivate Teacher A. It was difficult for me to understand why Teacher A behaved negatively in most school stuff and had so much resentment. I felt helpless and that all the courses on developing and coaching people did not really give me the answers I was looking for. I always felt a big barrier between Teacher A and me. Maybe this is because Teacher A refused to open up to me and thus made it harder for me.
Two years ago, one particular incident made me almost gave up as the people developer for Teacher A but was encouraged by P and a close colleague to give another try. I had a heart to heart talk to Teacher A regarding the incident. After that talk, things were a bit better between us last year. This year, I see more improvements as Teacher A will come to me personally more often with new plans and ideas for the department. I also sense that the barrier between us has somehow became thinner and I have more confidence and hope that things will get even better as I try my best to give Teacher A the support and listening ear needed.
As shared by my new VP on strategies in dealing with difficult behaviours:
1. Emphasise appraisee’s potential and capabilities;
2. Motivate the appraisee by recognizing his contributions;
3. Do not be overly directive;
4. Make the appraisee feel appreciated by emphasizing his ability;
5. Coach the appraisee frequently to improve motivation.
I feel that things got better because I have tried to emphasise Teacher A’s potential and capabilities and also recognize the contributions made by Teacher A. Of course most importantly as PDs, we must try to understand the people we are developing as much as possible, their characters, their behaviours and the way they work. I do not fully understand Teacher A yet but at least after having been working with Teacher A for so many years, I have more or less know the working style of Teacher A, the strengths and weaknesses of Teacher A. Teachers are grown ups and all grown ups like to feel appreciated and respected. This is a belief that I have set as a foundation for me to develop and motivate all those under me.
I am confident to say that I have been able to build good relationships with most of the teachers in my department. I am also glad to feel some improvement in the relationship with one of them as I have been getting more positive responses from this teacher. Let me call this teacher, A. I have been the people developer for Teacher A since the day I head the department and Teacher A is quite an experienced teacher considering the number of teaching years in the school. Teacher A has been feeling very down and uninspired due to some reasons that I will not mention here. Whenever I attended courses on developing and coaching people, Teacher A was always part of my learning intention or aim that I wished I could find a solution to help and motivate Teacher A. It was difficult for me to understand why Teacher A behaved negatively in most school stuff and had so much resentment. I felt helpless and that all the courses on developing and coaching people did not really give me the answers I was looking for. I always felt a big barrier between Teacher A and me. Maybe this is because Teacher A refused to open up to me and thus made it harder for me.
Two years ago, one particular incident made me almost gave up as the people developer for Teacher A but was encouraged by P and a close colleague to give another try. I had a heart to heart talk to Teacher A regarding the incident. After that talk, things were a bit better between us last year. This year, I see more improvements as Teacher A will come to me personally more often with new plans and ideas for the department. I also sense that the barrier between us has somehow became thinner and I have more confidence and hope that things will get even better as I try my best to give Teacher A the support and listening ear needed.
As shared by my new VP on strategies in dealing with difficult behaviours:
1. Emphasise appraisee’s potential and capabilities;
2. Motivate the appraisee by recognizing his contributions;
3. Do not be overly directive;
4. Make the appraisee feel appreciated by emphasizing his ability;
5. Coach the appraisee frequently to improve motivation.
I feel that things got better because I have tried to emphasise Teacher A’s potential and capabilities and also recognize the contributions made by Teacher A. Of course most importantly as PDs, we must try to understand the people we are developing as much as possible, their characters, their behaviours and the way they work. I do not fully understand Teacher A yet but at least after having been working with Teacher A for so many years, I have more or less know the working style of Teacher A, the strengths and weaknesses of Teacher A. Teachers are grown ups and all grown ups like to feel appreciated and respected. This is a belief that I have set as a foundation for me to develop and motivate all those under me.
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