1 Relating Adult To Adult CMOR MRA Interviewer

2 Supervisor’s Role Just like the Interviewer, the Supervisor’s job has two parts: 1.

3 Supervisor’s Role • The Supervisor has been promoted because he or she already

4 Relating Adult to Adult • The person the Interviewer has the most contact

5 Relating Adult to Adult • Supervisors possess more technical knowledge, have more experience,

6 Relating Adult to Adult The most effective Supervisor is the one who adjusts

7 Relating Adult to Adult • This module instructs Supervisors on how to be

8 The Coach vs The Enforcer To explore how to relate adult to adult

9 The Enforcer The Coach Vs. Copyright 2007 CMOR- MRA Interviewer Training Modules Relating

10 Let's Meet Them Now • The Enforcer relishes the opportunity to police Interviewers

11 The Enforcer Promotes an ‘us against them’ environment Copyright 2007 CMOR- MRA Interviewer

12 The Coach Inspires teamwork Copyright 2007 CMOR- MRA Interviewer Training Modules Relating Adult

13 The Enforcer Gives judgmental critiques Copyright 2007 CMOR- MRA Interviewer Training Modules Relating

14 The Coach Engages in descriptive feedback Copyright 2007 CMOR- MRA Interviewer Training Modules

15 The Enforcer Uses aggressive body language and voice style Copyright 2007 CMOR- MRA

16 The Coach Uses assertive body language and voice style Copyright 2007 CMOR- MRA

17 Addressing Problems • The difference between the Coach's feedback style and the Enforcer's

18 Addressing Problems Coach: • • • Enforcer: Uses "I" statements. Makes observations. Uses

19 "I" vs "You" You did not clarify… I have noticed… Copyright 2007 CMOR-

20 Benefits of "I" Statements • Interviewer "hears" of your efforts to help. •

21 Downfall of "You" Statements • Interviewer sees it as a personal attack— what

22 Observation vs Inference You were rude to that Respondent. . Copyright 2007 I

23 What Is An Observation? • An observation is simply what you see and

24 What Is An Inference? • An inference is your interpretation of the behavior.

25 Benefits of Observations • Interviewer does not see it as a personal attack.

26 Downfall of Inferences • Can easily be interpreted as sounding as judgmental. •

27 Qualifiers vs Absolutes You take too many breaks! Copyright 2007 Sometimes I see

28 Benefits of Qualifiers • Does not pigeon-hole the Interviewer understands that people do

29 Downfall of Absolutes • Implies that the Interviewer is ALWAYS this way. •

30 Cause vs Effect Why didn’t you… Copyright 2007 I have learned that sometimes

31 What is Cause and Effect? Cause Demands Why Effect Explains Why Copyright 2007

32 Benefits of Effect-Focused • Adults are goal oriented. Focusing on the effects shows

33 Downfall of Cause-Focused • Never gets beyond the ‘why. ’ • Focuses on

34 Prioritizing vs Dumping Let's talk about the 10 errors… Copyright 2007 Let's focus

35 Benefits of Prioritizing • Interviewer is not overwhelmed with a "laundry list" of

36 Downfall of Dumping • Reduces the possibility of the Interviewer being able to

37 Giving Feedback / Preparation Copyright 2007 CMOR- MRA Interviewer Training Modules Relating Adult

38 Preparation • Rehearse and practice feedback ahead of time. • Don’t read notes

39 Preparation • Keep notes throughout the survey being monitored. • Before meeting with

40 The Timing When possible, the Coach gives feedback immediately after the interview so

41 Giving Feedback / The Setting Copyright 2007 CMOR- MRA Interviewer Training Modules Relating

42 Ensure Privacy • Conducting the feedback session in a private setting shows respect

43 The Setting • Conduct the feedback session at the Coach’s desk or other

44 The Setting • The Coach should be seated next to the Interviewer at

45 The Setting Pick a setting where you will not be overheard by others.

The Coach's Approach To Feedback Copyright 2007 CMOR- MRA Interviewer Training Modules Relating Adult

Based On What Adult Learners Want • • • To discover things for themselves.

48 Coaching Tips • • Engage in a dialogue, not a lecture. Establish a

49 Engage In A Dialogue • Dialogue means "talk between. " – Recognizes that

50 Establish A "Caring" Rapport • Rapport helps the Interviewer feel more receptive to

51 Establish A "Caring" Rapport • Ask how the Interviewer thinks the survey went.

52 Establish A "Caring" Rapport • Always be aware of your body language and

53 Establish A "Caring" Rapport • Stress that coaching is not meant as criticism;

54 Ask Interviewer's Perspective • Respects that an Interviewer has the knowledge and experience

55 Type of Questions To Ask • Ask open-ended questions. – What did the

56 Why Involve The Interviewer • Involving the Interviewer encourages selfassessment. • Interviewers who

57 Communicate Specifics The more specific the feedback, the more likely the Interviewer will

58 Type of Questions To Ask • Eliminate as much subjectivity as possible. •

59 Communicate Specifics • Give specific examples. – “Using the ‘why do surveys? ’

60 Communicate Specifics • Discuss all areas of the survey. • Show appreciation for

61 Collaborate On Style Copyright 2007 CMOR- MRA Interviewer Training Modules Relating Adult to

62 Focus On One or Two Goals • Concentrate on one or two high-priority

63 Setting Goals • Group small issues together as brief examples; concentrate on two

64 Liked Best/Next Time • The “liked best/next time” is an example of a

Liked Best/Next Time Step One • Ask the Interviewer what he/she liked about how

Liked Best/Next Time Step Two • Tell the Interviewer what you liked. – “I

Liked Best/Next Time Step Three • Ask the Interviewer what he/she would do differently

Liked Best/Next Time Step Four • Offer specific instructions of what the Interviewer should

Liked Best/Next Time Step Five • End the feedback session on a positive note.

70 Follow-Up Checklist Copyright 2007 CMOR- MRA Interviewer Training Modules Relating Adult to Adult

71 Practice Follow-Up • Monitor the Interviewer’s progress. • Observe performance and behavior. •

72 Practice Follow-Up • Discuss progress/observations with other Supervisors. • Continue informal follow-up between

73 The Adult Coach Traits of The Adult Coach Copyright 2007 CMOR- MRA Interviewer

74 The Adult Coach…. • Listens and respects the Interviewer as a partner, as

75 The Adult Coach… • Recognizes each Interviewer's uniqueness and adjusts communication style accordingly.

Evaluating Your Coaching Style Measure your performance each shift by checking… Copyright 2007 CMOR-

Evaluating Your Coaching Style • High degree of positive interaction with staff. • Style

Evaluating Your Coaching Style • Timely feedback given in an appropriate setting. • Take

Evaluating Your Coaching Style • Use of positive body language: – Smile – Eye

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1 Relating Adult To Adult CMOR- MRA Interviewer Training Modules Relating Adult to Adult

3 Supervisor’s Role • The Supervisor has been promoted because he or she already knows the technical aspects of the Interviewer’s job. • To assist an Interviewer in completing a successful survey also requires knowledge of the ‘Style’ element of the Supervisor’s job. Copyright 2007 CMOR- MRA Interviewer Training Modules Relating Adult to Adult

4 Relating Adult to Adult • The person the Interviewer has the most contact with besides the Respondent is the Supervisor. • Just as the Interviewer must adjust his or her style to each Respondent, the Supervisor also must adjust his or her feedback style to each Interviewer. Copyright 2007 CMOR- MRA Interviewer Training Modules Relating Adult to Adult

5 Relating Adult to Adult • Supervisors possess more technical knowledge, have more experience, and are in a position of authority. • However, Interviewers come to the job as adults, with their own knowledge, experiences and expectations. Copyright 2007 CMOR- MRA Interviewer Training Modules Relating Adult to Adult

6 Relating Adult to Adult The most effective Supervisor is the one who adjusts his/her communication style to fit the experience and expectations of each adult Interviewer. Copyright 2007 CMOR- MRA Interviewer Training Modules Relating Adult to Adult

7 Relating Adult to Adult • This module instructs Supervisors on how to be an effective Coach. • Becoming a Coach means relating adult to adult with Interviewers. • Relating adult to adult gives Interviewers the support and counseling they need to do their difficult job. Copyright 2007 CMOR- MRA Interviewer Training Modules Relating Adult to Adult

8 The Coach vs The Enforcer To explore how to relate adult to adult with Interviewers we will look at two different Supervisory styles: The Coach The Enforcer Copyright 2007 CMOR- MRA Interviewer Training Modules Relating Adult to Adult

10 Let's Meet Them Now • The Enforcer relishes the opportunity to police Interviewers and enforce rules. • The Coach welcomes the opportunity to mentor and help Interviewers. Copyright 2007 CMOR- MRA Interviewer Training Modules Relating Adult to Adult

17 Addressing Problems • The difference between the Coach's feedback style and the Enforcer's is most evident in how they address problems with Interviewers. Copyright 2007 CMOR- MRA Interviewer Training Modules Relating Adult to Adult

18 Addressing Problems Coach: • • • Enforcer: Uses "I" statements. Makes observations. Uses qualifying words. Focuses on effort. Focuses on 1 or 2 issues. Copyright 2007 • Uses "you" statements. • Makes inferences. • Uses absolute words. • Focuses on cause. • Addresses multiple issues. CMOR- MRA Interviewer Training Modules Relating Adult to Adult

21 Downfall of "You" Statements • Interviewer sees it as a personal attack— what you don't like about him/her. • May put the Interviewer on the defensive. • Sounds judgmental. • Puts the focus on behavior, not issues. Copyright 2007 CMOR- MRA Interviewer Training Modules Relating Adult to Adult

23 What Is An Observation? • An observation is simply what you see and hear. • When you make an observation, you are reporting the facts. Copyright 2007 CMOR- MRA Interviewer Training Modules Relating Adult to Adult

24 What Is An Inference? • An inference is your interpretation of the behavior. • When you make an inference you are giving your opinion of what you observed. Copyright 2007 CMOR- MRA Interviewer Training Modules Relating Adult to Adult

25 Benefits of Observations • Interviewer does not see it as a personal attack. • Easier to adapt a neutral tone when you are just describing what happened. Copyright 2007 CMOR- MRA Interviewer Training Modules Relating Adult to Adult

26 Downfall of Inferences • Can easily be interpreted as sounding as judgmental. • Interviewers are likely to become defensive. • Implies that the behavior cannot be modified. Copyright 2007 CMOR- MRA Interviewer Training Modules Relating Adult to Adult

28 Benefits of Qualifiers • Does not pigeon-hole the Interviewer understands that people do not always behave in a particular way. • The Interviewer is more likely to correct the problem if she/he realizes that you understand the behavior is an occurrence and not a permanent, hopeless situation. Copyright 2007 CMOR- MRA Interviewer Training Modules Relating Adult to Adult

29 Downfall of Absolutes • Implies that the Interviewer is ALWAYS this way. • Interviewer sees it as an exaggeration -that the claim is untrue. • Interviewer is less likely to want to change the behavior. Copyright 2007 CMOR- MRA Interviewer Training Modules Relating Adult to Adult

32 Benefits of Effect-Focused • Adults are goal oriented. Focusing on the effects shows how this information will help them reach their goals. • Adults are relevancy oriented. Explaining the effect helps them understand why the change in behavior should be made. Copyright 2007 CMOR- MRA Interviewer Training Modules Relating Adult to Adult

33 Downfall of Cause-Focused • Never gets beyond the ‘why. ’ • Focuses on what caused the undesirable outcome - not how changing it can benefit the Interviewer. Copyright 2007 CMOR- MRA Interviewer Training Modules Relating Adult to Adult

35 Benefits of Prioritizing • Interviewer is not overwhelmed with a "laundry list" of issues to address. • Gives Interviewer hope for success. Copyright 2007 CMOR- MRA Interviewer Training Modules Relating Adult to Adult

36 Downfall of Dumping • Reduces the possibility of the Interviewer being able to apply the suggestions received. • May overwhelm the Interviewer and make her/him feel helpless. Copyright 2007 CMOR- MRA Interviewer Training Modules Relating Adult to Adult

38 Preparation • Rehearse and practice feedback ahead of time. • Don’t read notes at feedback session. • Maintain a written record. Copyright 2007 CMOR- MRA Interviewer Training Modules Relating Adult to Adult

39 Preparation • Keep notes throughout the survey being monitored. • Before meeting with the Interviewer, have all notes completed. Copyright 2007 CMOR- MRA Interviewer Training Modules Relating Adult to Adult

40 The Timing When possible, the Coach gives feedback immediately after the interview so that the discussion takes place while the interview is still fresh in the minds of both the Coach and Interviewer. Copyright 2007 CMOR- MRA Interviewer Training Modules Relating Adult to Adult

43 The Setting • Conduct the feedback session at the Coach’s desk or other private area. • Be respectful of the Interviewer being critiqued. Avoid having other Interviewers nearby. Copyright 2007 CMOR- MRA Interviewer Training Modules Relating Adult to Adult

44 The Setting • The Coach should be seated next to the Interviewer at his or her level. • The Coach should avoid standing over the Interviewer. Standing gives the appearance that the Coach is talking down to the Interviewer. Copyright 2007 CMOR- MRA Interviewer Training Modules Relating Adult to Adult

45 The Setting Pick a setting where you will not be overheard by others. The Coach must be discreet when discussing areas needing improvement. Copyright 2007 CMOR- MRA Interviewer Training Modules Relating Adult to Adult

Based On What Adult Learners Want • • • To discover things for themselves. To be part of the process. To understand the relevancy. To be treated as equals. Let's see how we can apply the principles of adult learning to feedback situations. Copyright 2007 CMOR- MRA Interviewer Training Modules Relating Adult to Adult 47

48 Coaching Tips • • Engage in a dialogue, not a lecture. Establish a "caring" rapport. Ask the Interviewer's perspective. Communicate specifics. Ensure privacy. Collaborate on style. Focus on one or two goals. Copyright 2007 CMOR- MRA Interviewer Training Modules Relating Adult to Adult

49 Engage In A Dialogue • Dialogue means "talk between. " – Recognizes that the Interviewer has something to contribute. • Lecture means "talk to. " – Puts the Interviewer in a subservient role. Copyright 2007 CMOR- MRA Interviewer Training Modules Relating Adult to Adult

50 Establish A "Caring" Rapport • Rapport helps the Interviewer feel more receptive to feedback. • Greet the Interviewer with a smile. • Ask about her/his day/something that you know about in his personal life. Copyright 2007 CMOR- MRA Interviewer Training Modules Relating Adult to Adult

51 Establish A "Caring" Rapport • Ask how the Interviewer thinks the survey went. • Ask the Interviewer what could be done differently the next time. Copyright 2007 CMOR- MRA Interviewer Training Modules Relating Adult to Adult

52 Establish A "Caring" Rapport • Always be aware of your body language and voice tones. • Always be aware of the Interviewer's ideas, thoughts and feelings as an adult. Copyright 2007 CMOR- MRA Interviewer Training Modules Relating Adult to Adult

53 Establish A "Caring" Rapport • Stress that coaching is not meant as criticism; it is meant to help improve an Interviewer’s skills. Copyright 2007 CMOR- MRA Interviewer Training Modules Relating Adult to Adult

54 Ask Interviewer's Perspective • Respects that an Interviewer has the knowledge and experience to assist in the assessment of his/her strengths and weaknesses. Copyright 2007 CMOR- MRA Interviewer Training Modules Relating Adult to Adult

55 Type of Questions To Ask • Ask open-ended questions. – What did the Interviewer like about how he conducted the interview? – What would he/she do differently? • Avoid closed-ended questions that may prompt a negative response. – i. e. , "Was there anything you liked about how you conducted the interview? " Copyright 2007 CMOR- MRA Interviewer Training Modules Relating Adult to Adult

56 Why Involve The Interviewer • Involving the Interviewer encourages selfassessment. • Interviewers who recognize their own strengths and weaknesses are usually more receptive to hearing assessments from others. Copyright 2007 CMOR- MRA Interviewer Training Modules Relating Adult to Adult

58 Type of Questions To Ask • Eliminate as much subjectivity as possible. • Avoid comments such as: – That was “not a bad” survey. – That survey was “super. ” – “You did pretty good in demographics; we’ll be more specific in the future. ” Copyright 2007 CMOR- MRA Interviewer Training Modules Relating Adult to Adult

59 Communicate Specifics • Give specific examples. – “Using the ‘why do surveys? ’ answer was very effective when this Respondent was resistant at the introduction because it addressed the real concern. ” – “You followed the proper procedure by asking ‘what would you have me record? ’ when the Respondent gave two answers. ” Copyright 2007 CMOR- MRA Interviewer Training Modules Relating Adult to Adult

60 Communicate Specifics • Discuss all areas of the survey. • Show appreciation for good work. • Any areas where improvement is needed should be addressed positively, not with a critical tone. Copyright 2007 CMOR- MRA Interviewer Training Modules Relating Adult to Adult

62 Focus On One or Two Goals • Concentrate on one or two high-priority issues. • Don't overwhelm the Interviewer with every concern or problem. Copyright 2007 CMOR- MRA Interviewer Training Modules Relating Adult to Adult

63 Setting Goals • Group small issues together as brief examples; concentrate on two or three overall concepts. • Set goals and a timetable for showing improvement. • Be future oriented. Copyright 2007 CMOR- MRA Interviewer Training Modules Relating Adult to Adult

64 Liked Best/Next Time • The “liked best/next time” is an example of a feedback method that is future oriented and encourages Interviewers to participate in the feedback process. • This feedback method consists of five easy steps… Copyright 2007 CMOR- MRA Interviewer Training Modules Relating Adult to Adult

Liked Best/Next Time Step One • Ask the Interviewer what he/she liked about how he/she conducted the introduction. – “I monitored that last call. What did you like about how it was conducted? ” Copyright 2007 CMOR- MRA Interviewer Training Modules Relating Adult to Adult 65

Liked Best/Next Time Step Two • Tell the Interviewer what you liked. – “I also liked…” • This gives the Interviewer credit for his/her efforts. Copyright 2007 CMOR- MRA Interviewer Training Modules Relating Adult to Adult 66

Liked Best/Next Time Step Three • Ask the Interviewer what he/she would do differently next time. – “What would you do differently on your next call if this type of situation occurs? ” Copyright 2007 CMOR- MRA Interviewer Training Modules Relating Adult to Adult 67

Liked Best/Next Time Step Four • Offer specific instructions of what the Interviewer should do differently next time. – Point out the actual questions, either on hard copy or computer screen. – Interviewers are more likely to remember if they both see and hear the situation. – Explain how the Interviewer should handle the situation in the future. Copyright 2007 CMOR- MRA Interviewer Training Modules Relating Adult to Adult 68

Liked Best/Next Time Step Five • End the feedback session on a positive note. – Briefly summarize the positive points observed from your observation. – Thank him/her for his/her time in listening to the assessment. Copyright 2007 CMOR- MRA Interviewer Training Modules Relating Adult to Adult 69

71 Practice Follow-Up • Monitor the Interviewer’s progress. • Observe performance and behavior. • Let the Interviewer know the Coach is watching and cares. Copyright 2007 CMOR- MRA Interviewer Training Modules Relating Adult to Adult

72 Practice Follow-Up • Discuss progress/observations with other Supervisors. • Continue informal follow-up between feedback. Ask how things are going. Copyright 2007 CMOR- MRA Interviewer Training Modules Relating Adult to Adult

74 The Adult Coach…. • Listens and respects the Interviewer as a partner, as an adult and as someone they can help. • Treats Interviewers fairly and gives them the benefit of the doubt. • Shows genuine concern for the Interviewer in words, action and body language. Copyright 2007 CMOR- MRA Interviewer Training Modules Relating Adult to Adult

75 The Adult Coach… • Recognizes each Interviewer's uniqueness and adjusts communication style accordingly. • Assumes Interviewer has something to contribute. • Reaffirms faith in Interviewer’s ability and willingness to improve. Copyright 2007 CMOR- MRA Interviewer Training Modules Relating Adult to Adult

Evaluating Your Coaching Style • High degree of positive interaction with staff. • Style of feedback is objective, supportive, and in the form of a dialogue/conversation, not a monologue. Copyright 2007 CMOR- MRA Interviewer Training Modules Relating Adult to Adult 77

Evaluating Your Coaching Style • Timely feedback given in an appropriate setting. • Take time to congratulate Interviewers for getting the complete, acknowledge a good effort with a difficult Respondent, etc. Copyright 2007 CMOR- MRA Interviewer Training Modules Relating Adult to Adult 78

Evaluating Your Coaching Style • Use of positive body language: – Smile – Eye contact – Be seated at the same level as the Interviewer during critiques Copyright 2007 CMOR- MRA Interviewer Training Modules Relating Adult to Adult 79