Handling Difficult Situations Course

Standard: CITB Short Duration Standard GET3260

Duration: 2 days

Guided Learning Hours: 14 hours

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Course Aims

This course is designed to provide participants with the knowledge and practical skills needed to manage difficult workplace situations involving performance, discipline, conflict, stress, equality and diversity.

Participants will explore the responsibilities of a site supervisor and learn how to assess performance fairly, identify the underlying causes of problems, provide effective feedback and follow appropriate organisational procedures. The course also considers how supervisors can create a positive working environment that supports inclusion, wellbeing and effective team performance.

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Course Prerequisites

This course is intended for practising or potential site supervisors, team leaders and managers working within construction or the built environment.

Participants should be able to relate the course content to their current role, a previous supervisory role or a role they are preparing to undertake.

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Course Objectives

Upon completing this course, participants will be able to:

• Explain the benefits of an inclusive working environment and the supervisor’s responsibilities for promoting equality and diversity.
• Recognise inappropriate behaviour relating to equality and diversity and explain how a supervisor should respond.
• Explain the principles of performance management and the role of the supervisor in managing individual performance.
• Describe how formal and informal assessment can be used to evaluate performance fairly and objectively.
• Explain how active listening and effective feedback can be used to improve workplace performance.
• Explain the importance of identifying the underlying cause of poor performance before deciding how it should be managed.
• Distinguish between procedures for managing poor performance and disciplinary procedures.
• Explain how organisational employment policies and procedures support a supervisor when handling performance and disciplinary concerns.
• Describe how to prepare for a meeting concerning possible poor performance and when assistance should be sought from a line manager or human resources.
• Describe the principal features of workplace conflict and its possible effect on individuals, teams and site performance.
• Explain a recognised technique for resolving workplace conflict and how supervisors can promote a positive working atmosphere.
• Explain what is meant by work-related stress, how it can develop and the supervisor’s responsibilities for helping to manage and control the associated risks.

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Course Content

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Day 1: Diversity, Performance Assessment and Feedback

Module 1: Introduction and the Supervisor’s Role

• The purpose and scope of the course.
• The types of difficult situations a site supervisor may encounter.
• The boundaries of the supervisor’s role, responsibilities and authority.
• The importance of acting fairly, consistently and promptly.
• Following organisational policies, maintaining appropriate confidentiality and seeking support where necessary.
• Course learning outcomes and assessment requirements.

Module 2: Managing a Diverse Workforce

• The meaning of equality, diversity and inclusion in the workplace.
• Benefits of an inclusive working environment to the organisation, including improved working relationships, engagement, retention and team performance.
• The role and responsibilities of the supervisor in promoting equality and diversity.
• Treating team members fairly and consistently while recognising individual needs and differences.
• Promoting respectful communication and appropriate standards of workplace behaviour.
• Recognising examples of inappropriate behaviour relating to equality and diversity.
• How inappropriate behaviour should be addressed by a supervisor.
• Following organisational procedures and escalating serious concerns appropriately.

Module 3: Performance Management and Assessment

• The meaning and purpose of performance management.
• The role of the supervisor in managing workplace performance.
• Communicating roles, responsibilities and expected standards.
• Monitoring performance and addressing concerns at an appropriate stage.
• The value of formal and informal performance assessment on site.
• Examples of formal and informal assessment methods.
• Gathering sufficient and relevant evidence.
• Distinguishing facts and evidence from opinions and assumptions.
• Ways of ensuring that formal assessment is fair and objective, including:
  • Using clear and relevant performance standards.
  • Applying standards consistently.
  • Using sufficient evidence.
  • Avoiding personal bias.
  • Giving the team member an opportunity to respond.
• Maintaining appropriate performance records.

Module 4: Active Listening and Effective Feedback

• The meaning and purpose of active listening.
• How active listening helps a supervisor understand performance concerns and the employee’s perspective.
• Appropriate use of questioning, summarising and checking understanding.
• Verbal and non-verbal aspects of communication.
• The importance of feedback in improving individual performance.
• Characteristics of effective performance feedback.
• Providing feedback that is timely, specific, objective and focused on behaviour or performance.
• Recognising good performance as well as addressing performance gaps.
• Agreeing appropriate actions and checking that feedback has been understood.
• Applying listening and feedback principles to site-based performance scenarios.

Day 2: Poor Performance, Conflict and Work-Related Stress

Module 5: Managing Poor Performance and Discipline

• Recognising possible signs of poor or declining performance.
• The importance of correctly identifying the root cause of poor performance.
• Common causes of performance problems, including:
  • Unclear expectations or instructions.
  • Insufficient knowledge, skills or training.
  • Inadequate resources or support.
  • Workload or organisational problems.
  • Communication difficulties.
  • Health, wellbeing or personal concerns.
  • Motivation or conduct issues.
• Gathering information and discussing concerns with the team member before reaching conclusions.
• Distinguishing between capability or poor performance and misconduct or disciplinary matters.
• The difference between poor-performance procedures and disciplinary procedures.
• Organisational employment policies and procedures that support the supervisor, such as:
  • Performance and capability.
  • Discipline and grievance.
  • Attendance and absence.
  • Equality, diversity, bullying and harassment.
  • Health and wellbeing.
• The importance of following the correct organisational procedure.
• Acting within the limits of the supervisor’s responsibility and authority.
• Recognising the point at which assistance should be sought from a line manager or human resources.
• Preparing for a meeting concerning possible poor performance, including:
  • Clarifying the purpose of the meeting.
  • Reviewing relevant standards and evidence.
  • Checking the applicable organisational procedure.
  • Planning the main points for discussion.
  • Choosing a suitable time and private location.
  • Allowing the employee to explain their perspective.
  • Considering appropriate support and improvement actions.
  • Recording and reviewing agreed actions.

Module 6: Managing Workplace Conflict

• The meaning and principal features of workplace conflict.
• The difference between constructive disagreement and damaging conflict.
• Common causes and early signs of conflict on site.
• How conflict can affect:
  • Individual wellbeing and performance.
  • Communication and working relationships.
  • Team morale and cooperation.
  • Productivity, quality and safety.
• The importance of addressing conflict at an appropriate stage.
• A recognised approach to resolving conflict, including:
  • Establishing the relevant facts.
  • Understanding the different viewpoints.
  • Remaining impartial.
  • Identifying underlying interests and concerns.
  • Exploring possible solutions.
  • Agreeing appropriate actions and behaviours.
  • Reviewing the outcome.
• Recognising when informal conflict resolution is inappropriate and the matter should be escalated.
• How a supervisor can promote a positive atmosphere and minimise the adverse effects of conflict.
• Setting clear standards, communicating openly, treating people fairly and addressing inappropriate behaviour promptly.
• Applying conflict-management principles to a construction-based scenario.

Module 7: Identifying and Managing Work-Related Stress

• The meaning of work-related stress.
• The difference between normal workplace pressure and harmful or prolonged stress.
• How work-related stress can develop.
• Common workplace factors that may contribute to stress, such as:
  • Excessive demands or workload.
  • Lack of control or support.
  • Poor working relationships.
  • Unclear roles or expectations.
  • Bullying, harassment or conflict.
  • Organisational change.
  • Working hours or difficult working conditions.
• Possible indicators that a team member may be experiencing difficulties.
• Avoiding assumptions and recognising the limits of the supervisor’s role.
• The supervisor’s responsibilities for helping to ensure that work-related stress risks are managed and controlled.
• Listening to concerns and identifying relevant workplace factors.
• Reporting concerns and following organisational procedures.
• Considering appropriate workplace support with the relevant manager or organisational function.
• Involving management, human resources, occupational health or other support services where appropriate.
• Recording agreed workplace actions and reviewing their effectiveness.
• Responding appropriately to an immediate health or safety concern.

Module 8: Course Review and Assessment

• Review of the five CITB learning outcomes.
• Application of course principles to realistic site-based situations.
• Identifying circumstances in which the supervisor should act, seek advice or escalate a concern.
• Optional personal workplace action planning.
• Completion of the formal end-of-course assessment.

Course Assessment

Delegates must complete a formal 19-question end-of-course assessment covering all five learning outcomes and the associated assessment criteria.

A minimum score of 75% is required to pass.

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