REVALIDA 2019

SUPPORTZEBRA
Notes:

Session 1

Course Objectives:
1. Self-assessment
2. Shifting paradigms from rank and file mind set to supervisory mind set
3. Apply growth mindset in work and life
4. Understand and commit to the supervisor role
5. Equip and/or improve necessary skills in managing teams to meet goals and improve productivity

Learning Outcomes:
At the end of the course, the participants are expected to:
1) Acquire the mindset of a supervisor;
2) Commit to their roles as leaders;
3) Recognize their leadership potential; and
4) Identify and apply effective methods to manage teams

PARADIGM SHIFT

Paradigm:

It is the lens through which we see ourselves. It is our point of view.

We think we see the world as it is.

NO
We see the world as we were conditioned to see it.

Paradigm Shift:
The right way to change a person’s behavior is to change his/her paradigm. How they define themselves? How they see
their role? How they accept their responsibilities and act accordingly?

Mindset:
The Role of a Supervisor

 Planner
 Manager
 Guide and leader
 Mediator
 Inspector
 Counselor

Manager vs. Supervisor

Coaching vs. Mentoring

Mentor vs. Coach
 The 3-Positive Psychology Tools
Seph Fontane Pennock & Hugo Alberts

1. Strength
Strengths can be defined as a “pre-existing capacity for a particular way of behaving, thinking, or feeling that is
authentic and energizing to the user, and enables optimal functioning, development and performance”
(Linley,2008, p.9). They are distinguished from other kinds of strengths, such as skills or talents. Whereas strengths
are assumed to come natural to a person, skills are learned through training or experience. Talents on the other
hand are innate abilities which are characterized by a strong biological background (Niemiec, 2013). According to
this definition, talents do somehow come natural to a person however they do not necessarily evoke feelings of
energy, joy, or authenticity, as the use of character strengths does.

2. Values
In a world where you could choose to have your life be about something, what would you choose?” (Wilson &
Murrell, 2004, 135). Values are defined as „verbally constructed global desired life consequences “(Hayes, Strosahl
and Wilson, 1999; p. 206), or in more simple words: what people find important in life.

3. Self-Compassion
There is a growing evidence that self-compassion is an important predictor of well-being and resilience (Barnard
& Curry, 2011; MacBeth & Gumley, 2012). Neff (2003a, 2003b) proposes that self-compassion involves treating
yourself with care and concern when considering personal inadequacies, mistakes, failures, and painful life
situations. It comprises three interacting com- ponents: self-kindness versus self-judgment, a sense of common
humanity versus isolation, and mindfulness versus over-identification.

COACHING - Providing timely guidance and feedback to help others strengthen specific skills

1. Maintain or enhance self esteem

• Maintaining self-esteem
• Focus on facts
• Respect and support others
• Clarify motives
• Keep a balance between what a person has done well and what he or she can improve upon
• Enhancing self-esteem
• Acknowledge good thinking
• Recognize accomplishments
• Express/show confidence
2. Listen and respond with empathy
• Listen for and respond to both the facts and feelings
• Empathize with both positive and negative emotions
• Listen actively
• Listen for what someone might not be saying
• Suspend personal feelings and judgments
• Defuse negative emotions
• Show others that you care
3. Ask for help and encourage involvement
• Tap into the learner’s ideas and encourage them to share
• Guide them to their own knowledge
• Use follow up questions
• Use application questions
• Make involvement your first choice
• Encourage responsibility through involvement
• Unleash ideas with questions
• If they suggest unviable ideas, explore the pros and cons together