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Throughout the corrective interview process, the need for acceptance of responsibility and agreement on action has been stressed. The supervisor and employee have identified a problem behavior and a process for correcting the undesired behavior. The corrective interview is a communication process in which the supervisor and employee have come together to solve a non-skill related performance problem. However, there are times when the employee is confronted by concerns that may have an affect on future performance. Coaching or the cor- rective interviewing process may not resolve these concerns. A different form of communication is called for in this instance.
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to the guest. A distracted employee may not give the quality expected with the result being a potentially dissatisfied guest.
In all of these situations, the role of the supervisor changes from a coaching situation to one of counseling. While the role of the coach is to point out performance problems and to sug- gest corrections, the role of the supervisor in counseling is quite different.
Two situations are described below.
You, the supervisor, notice that an employee seems to be other than his or her usual upbeat self. There has been a grad- ual or quite possibly a sudden change in behavior. You are concerned that this change in behavior will affect the employ- ee’s work performance. What will you do?
Or perhaps the individual comes to you, the supervisor, and wants to talk about a problem. The “problem” turns out to be of a personal nature. It is important enough that it may have the potential to affect work performance. What will you do?
In response to the valued employee, you have a variety of response options. You might seek to ignore the employ- ee’s concerns by stating, “it’s your problem—you solve it” or
“don’t worry, it will work out in time.” You might use a direc- tive counseling approach that is strong on advice giving: tell the employee what to do. Another response is to use a non- directive or employee-centered approach to counseling. Many supervisors are reluctant to use this counseling approach, as they are uncertain of how to proceed using this method or that solving personal problems of employees is not in their job description. However, the employee-centered approach is a communication process that may be mastered by nearly all supervisors. It is a natural to the trust building and commu- nication processes necessary in effective supervision and the development of quality employee relations.
In each of the situations described above, you must be aware of the present and future feelings of the employee as well as the placement of responsibility for solving a problem that is not yours. In the first instance you may have told the employee that you do not care about them as individuals, or that their problem is not important. Nothing is done to help the employee over a stressful period. The performance could get worse or the employee loses respect for the supervisor. In the second option, the supervisor has accepted the respon- sibility for the presented solution and consequently for the outcome. As we often do not have all of the information neces- sary to give sound advice, we give advice on only the part we know. If the advice does not workout, the employee is tempted to blame the supervisor for the “bad” advice given. Employee
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relations, in these two options, have the possibility of deterio- rating. The organization may lose a valued and productive employee. Other employees will notice what is happening and form opinions as to what extent the organization or the super- visor cares about them as people.
The option of acting in a counseling situation is often one that is not practiced due to a lack of knowing what to do.
However, when utilized with skill and understanding, the process has the ability to help the employee identify potential solutions, but also to develop additional problem-solving skills and confidence. It also helps identify the supervisor as one who cares about employees and sees them as more than hired hands. In a time of strong competition and high employee turnover this relationship may help to increase the effective- ness of the business.
Employee-centered counseling and the supervisor
A working definition of employee-centered counseling is that it is a meeting between a manager or supervisor and an employee in which the employee attempts to better under- stand a problem and successfully identify approaches to suc- cessfully deal with the concerns. The manager/supervisor acts as a facilitator in the process.
It is important to note that this is not a therapy session. It is the creation of a supporting atmosphere in which an employee is able to express a concern to a supervisor and come to a bet- ter understanding of the problem and develop possible solu- tions. The concern may be affecting the employee’s present job performance or have the potential to do so. It may be or may not be job related. The responsibility for the solution remains with the employee.
This is a communication process in which the supervisor is required to listen carefully, to remain non-judgmental, and refrain from being directive. That is, the employee states the problem as he or she sees it. In the process the supervisor does not attempt to diagnose the employee’s problem and there- fore does not offer a solution, or offer advice as to what to do.
Employee-centered counseling also requires that the supervi- sor be an active listener, be able to reflect feelings of the other person, and to use questioning with care (Ruch, 1973).
The supervisor’s purpose is to help the employee arrive at a solution to his or her own problem. The supervisor does not take responsibility for the problem or the solution to it.
However, the supervisor is responsible for the productivity of
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the employee and therefore has a responsibility to help main- tain a high level of employee development. This process may be useful when an employee wants to talk about career devel- opment, problems with other employees, some personal prob- lems, or is dissatisfied with some aspect of company policy.
This approach to working with the employee requires the supervisor to accept and demonstrate certain views. Views most would agree are representative of effective supervisors.
Zima (1971) suggests that the following views are important
● The individual is responsible for himself.
● A person is capable of solving his or her own problems, once he recognizes them.
● People want to be understood, not judged.
● The supervisor must see the employee as an important person.
● The supervisor must project an attitude of acceptance of the employee.
● The supervisor must serve as a facilitator of, or helper, as the employee seeks to work out his own problems.
● The supervisor must not allow the employee to come to depend on him, but must help the employee to come to depend on himself.
If the supervisor is unable to accept the above views, there is the chance that he or she will become more directive in the approach to working with the employee. This could result in additional problems in the future regarding dependency, responsibility, and seeking advice. The approach is consistent with what McGregor (1960) would call Theory Y assumptions about people.
The employee-centered counseling process
There are several planning concerns over the use of the employee-centered approach to working with the employee.
These concern both physical and psychological issues. The timing and location of the discussion must be appropriate as the supervisor must be able to concentrate on the discussion and maintain the confidentiality of the discussion while meet- ing the needs of the employee.
The supervisor must put him or herself in the right frame of mind to hold the discussion with preconceived notions, solu- tions, and experiences being put aside. The supervisor being mentally prepared will help to put the employee at ease and
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establish rapport. This may be accomplished by demonstrating interest in the concerns of the employee and by being patient.
Not arguing, admonishing, or displaying authority will aid in letting the employee get to the problem. This is not the time to judge or evaluate the employee’s concern and displaying authority is a turnoff. The supervisor must listen carefully to words and for feeling. It is important that the supervisor not advice the employee, but may help to clarify courses of action.
It is the employee’s concern and the employee is responsible for the solution.
Another concern is the skill needed to be effective in this form of problem solving. The supervisor may believe that he or she does not have the needed skills to “counsel” employees who have personal concerns. However, many of the skills nec- essary in employee-centered counseling are those considered necessary in effective supervision of employees. The desire to not get involved is strong, however the desire to have smil- ing and productive employees must be stronger. Involvement in the process is limited to being a facilitator and demonstrat- ing interest in the employee. The supervisor does not accept responsibility for the problem and its solution. That is reserved for the employee.
Three phases of the employee-centered interview
The non-directive interview process may be divided into three phases (Benjamin, 1969, p. 19). In each one the employee is exploring the concern and possible approaches to managing that concern. The supervisor is acting as a support and one who values the employee as a person.
Initiation phase • • •
In this phase it may be the employee who initiates the discus- sion or it may be the supervisor who initiates the discussion by addressing an observed concern and seeking the employ- ee’s thoughts. If the supervisor initiates the discussion, it may be by asking how the employee feels today or a statement rec- ognizing that the employee seems to be distracted or not him- self or herself. It may be brought up in friendly conversation without a feeling of judgment. The employee may initiate the discussion by stating a desire to talk about a concern or some- thing that is on his/her mind. The concern may be job-related or a personal issue. Directive statements as “What’s wrong with you?” are not appropriate. However, openings as: how
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are you doing, you look distracted is anything wrong, or other casual statements indicating interest in the person are accept- able and invite the employee to talk.
As the employee may seem to be hesitant to speak or may seem to ramble, it is the role of the supervisor is to put the employee at ease, establish rapport, and demonstrate interest.
At this time the employee will be determining if you are will- ing to listen or will take charge of the situation and tell him what to do. The phase ends when there is agreement on the topic for discussion. However, the focus of the discussion may shift during the exploration or development phase as feelings of trust grow and as the employee explores the concerns.
Exploration or development phase • • •
This involves a discussion of the concerns of the employee.
The supervisor listens, invites expression of feeling, and seeks to reflect the feelings expressed. In this phase concerns are brought out and potential solutions may be explored. All sub- jects being introduced by the employee. It is important to per- mit the employee the opportunity to express all feelings, as the initial feeling expressed may not be the real concern. At this time it is also important to remember the iceberg and that most of it is under water and hidden from view. Often, much of the employee’s concern has not been expressed it is still hidden.
Giving advice at this time may prove to be disastrous. Also, sharing personal experiences may not be helpful as each expe- rience is personal and may be taken as making the employee’s concern seem less important.
In this phase the supervisor may demonstrate active listen- ing skills, those showing interest and that you are seeking to understand the employee’s concern. Facial expressions and head nods are important. They convey a message of attentive- ness to the employee, however overdoing it is distracting. The supervisor may demonstrate an acceptance of the feelings of the employee. This is not to be confused with agreement or approval. It means that you have accepted the feelings of the other as being important to that person. This permits the other to continue without fear of judgment. Reflecting feelings may be important in demonstrating acceptance.
During the discussion the employee may bring up a possi- ble approach to a means of addressing the concern. The super- visor may ask “what do you think would happen if you did that”? This is an opportunity for the employee to determine, for him/herself, if this is a possible course of action. The ques- tion is posed in a non-judgmental or evaluative manner.
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When the concern is future job development or career- related the supervisor might give information helpful to the employee in making a decision. This is information the employee might not have immediate access to or not be aware of. The information may stimulate additional discussion and thought regarding potential training or education to assist in career advancement.
If the concern is of a more deep-seated personal nature the supervisor may ask if the employee has considered other ave- nues of assistance. It is important for the supervisor to know his or her limitations and be able to refer to those with addi- tional resources. At this time there may be possible referrals to other sources of help given. Being able to list a variety of options is helpful, such as financial or legal counseling. Perhaps there is another more skilled in assisting the working through of the employee’s concerns. None of these are suggested; all are offered as possibilities for the employee to consider and are offered only after demonstrations of acceptance of the employ- ee’s concern have been expressed. Statements as: have you considered … or what about … may be useful in the referral process. When the concern involves emotional or psychological difficulties and issues related to alcohol or drug abuse, referral is needed. The phase winds down when the employee seems satisfied with a potential course of action or a referral is made.
Closing phase • • •
This is an ending of the discussion with no new information being introduced. It may include a summary statement of the concerns of the employee and the employee’s solution and process for implementation. The purpose is to reinforce support for the employee and the decision he or she made. This closing will have an effect on the feelings of the employee and an over- all impression of the value of the discussion. Was there some measure of relief or greater understanding and future action?
Counseling tools
There are many additional tools the supervisor might employ in the non-directive counseling session. At times the supervi- sor may want to reflect the feelings of the employee. Here only expressed feelings should be reflected. A statement as “I can see that you are really concerned about this,” may demonstrate acceptance of the employee and the importance of the concern.
The supervisor might restate the employee’s expressed ideas in
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their own words. This lets the employee hear what he or she has said and permits additional individual reflection. When restating remarks, place them as statements and not as questions.
While it is acceptable to ask questions for clarification, care must be taken to not be judgmental or attempt to redirect the discussion. Probes may be used to explore specific issues the employee expresses. These must be used with care. Give time for the person to pause and reflect on their thoughts. Silence is a valuable technique allowing the employee time to think about what is happening. It is common that many feelings and thoughts will be expressed. There may be some ambivalence on the part of the employee as to what to do. Reflection of feel- ings, restatement of thoughts, and questions for clarification may assist the employee to be able to more clearly examine his or her concerns. At this time the supervisor must not diag- nose or give advice. Often we will want to assume we know the problem, however what appears is often not the real issue.
Avoid being solution-minded. The solution must come from the employee’s own thoughtfulness. It is the employee who must implement and live with the outcome.
In this process it is important that the supervisor restrains from saying, “I know how you feel.” or “That happened to so-and-so and they did …” Each concern is unique to the indi- vidual and has an emotional component. Playing amateur psychologist and diagnosing the problem will not be appreci- ated. Supervisors must be careful to not be persuaded to give advice. Advice giving is usually based on our own experience and not that of the other.
There are times when the coaching and counseling efforts have not been successful and the behavior of the employee has not changed. The supervisor is required to take a more for- mal approach to demonstrating the need for the employee to change his or her behavior.
Should the need for termination of the employment rela- tionship occur, the documentation of the coaching and correc- tive interview is important. However, when speaking with an employee concerning personal problems, confidentiality is of the utmost importance. Documentation of the content of this discussion is not appropriate, nor is it ethical to relate the dis- cussion to others.