Title: Paraeducator Supervision Academy
1Paraeducator Supervision Academy
Presented by Your name here Your affiliation
here Your contact information here
Created by Nancy K. French, Ph.D. Associate
Research Professor The University of Colorado at
Denver Director, The PAR2A Center1380 Lawrence
Street, Suite 650Denver, CO 80204-2076Email
nancy.french_at_cudenver.eduPhone
303-556-6464FAX 303-556-6142 Website
www.paracenter.org
2Job Titles
- Para means along side of
- Most commonly used titles
- Paraprofessional
- Instructional Assistant
- Educational Assistant
- Teaching Assistant
- Instructional Aide
- Aide
- Paraeducator
3Definitions
- A paraeducator provides instructional services to
students - and
- works under the supervision or direction of a
certified or licensed professional who is
ultimately responsible for the students and the
program.
4Paraeducators Who are they?
- Activity
- Think about the paraeducators you work with.
- How old are they?
- How much money do they make?
- What are their educational backgrounds?
- What other characteristics are true of them?
- Where did they come from? How were they hired?
- What implications do these characteristics have
for what we, as professionals, do to direct their
work?
5Who are Paraeducators?
- Gender
- 97 female
- Experience / Training
- gt 10 years experience
- no formal training
- Median Age
- 40
- Work Schedules
- Range from 12-15 hours per week to 37 hours per
week - 60 work full time, 40 part time
- Education
- College degrees - 10
- Some College - 50
- Salaries
- Hourly, benefits some places, none in others
- Higher in urban areas, but generally the lowest
in the district - Racial Characteristics
- African-American and Latino heritage highly
represented among paraeducators, but not among
teachers
6Contributions of Paraprofessionals
- Activity With a partner jot down several
possible answers to one of the following
questions - What contributions do we expect paraeducators to
make to the educational process ? - Why do we employ paraeducators in schools?
7Top 10 Reasons To Employ Paraeducators
- Complex student population
- Need for instructional support
- Cost effectiveness
- Instructional effectiveness
- Community connections
- Individualized support
- Need to provide related services
- Improved teacher-student ratio
- Shortages of fully-qualified professionals
- Legislation allows/ requires it
81997 IDEA Amendments
- Part B, Section 612 (a) (15) - Personnel
Standards - State agency establishes and maintains standards
to assure that all personnel are adequately and
appropriately trained. - Paraprofessionals who are adequately trained and
supervised may assist in the delivery of special
education and related services.
9Case Law Pertaining to 1997 IDEA Amendments
- Paraeducator services must be provided to
students with disabilities (including 11
services) if such services are necessary for a
student to receive a free appropriate public
education (FAPE). - Legal decisions have indicated that the
individualized education plan (IEP) team holds
the responsibility to make the determination
whether a paraeducator is necessary for a free
appropriate public education. - Schools must provide related services required
to assist students with disabilities to benefit
from special education. - Related services may include health care,
therapy, psychological services according to the
individual needs of students.
10No Child Left Behind Act of 2002
- Title I specifies that paraprofessionals must
have - Two years of college, or
- An associates degree, or
- Pass a rigorous assessment of skills equivalent
to two years of college, AND - Demonstrate the ability to assist in literacy and
math instruction - Must work under direct supervision of fully
qualified teacher - May only provide instruction if it doesnt
prevent the child from receiving instruction by a
teacher - Job duties are limited to
- individual tutoring
-
-
-
-
11Liability
- Activity
- Discuss with a partner what the word liability
means to you - Jot down three words that relate to issues of
reliability
12Liability Paraprofessional Responsibilities
- Understand and apply written safety procedures
- Carry out and support all classroom rules,
routines, procedures - Use prudent judgment relative to the safety and
welfare of students - Implement the written instructional, curricular
and adaptations plan as directed - Take data, keep appropriate records and
documentation - Communicate observations, insights, or
information about students to professionals - Be aware of and heed the physical, behavioral,
emotional, and educational needs of students that
may affect their safety and welfare
13Liability Supervising Professional Responsibility
- Review procedures and policies that protect
student safety and welfare. - Orient paraeducator to classroom rules, routines,
procedures and practices - Determine risks and limitations for students
- Provide written plans
- Maintain a record keeping system
- Use effective adult communications
- Review confidential information that may affect
student safety or welfare
14Liability Administrator Responsibilities
- Develop and disseminate written safety procedures
and policies for all types of instructional
programming - Provide district level and building level
orientation to new and returning paraeducators - Provide appropriate ongoing, systematic
in-service training to all those who carry out
the instructional program - Establish an environment that supports effective
interpersonal communication and teamwork among
team members - Provide mentoring and guidance to professionals
who supervise paraeducators
15Potential Problems One-to-one dedicated
paraprofessionals
- Become the primary service provider
- Lack specific training on purposes of inclusion
- Lack supervision
- Develop ownership of the child
- Communicate directly with families, leaving
teacher out - Foster overdependence on adults
- Create learned helplessness
- Fail to provide specific behavioral or academic
data to professional - Relieve general ed teachers of responsibility for
student - Give student the answers
- Create social barriers between students
- Lose perspective
16Potential Problems Title I Paraeducators
- Are inadequately or poorly trained
- Have inadequate supervision from qualified
reading teachers - Pull students out of class- limiting time with
teacher - Become primary service provider for certain
students - Assume responsibilities of teachers
- Use poor grammar / lack literacy math skills
- Use inappropriate teaching methods
17Potential Problems ESL / Bilingual
Paraeducators
- Lack training in ESL and instructional methods,
language acquisition, behavior management, etc. - Have inadequate supervision from fully qualified
teachers or administrators - Assume full responsibility for teaching ELLs
- Plan lessons
- Assess language competence, academic progress
- Provide concurrent translation during English
instruction - Relieve classroom teacher of responsibility for
instructing ELLs Become primary liaison with
families, leaving teacher out - Create overdependence and learned helplessness
- Become social barriers between native English
speakers and ELLs
18Potential Problems Library Media
Paraeducators
- Lack preparation in the breadth of the curriculum
- Lack preparation for teaching students to conduct
research, use media to its fullest potential,
select materials wisely etc. - Assume full responsibility for the collection
- Lack supervision from fully qualified L-M
specialist - Fail to provide appropriate curricular support to
teachers
19Potential Problems Classroom paraeducators
- Hired with no minimum qualifications or prior
training - Lack appropriate training in curriculum,
instruction, behavior management, classroom
organization - Lack appropriate direction or guidance from
teacher - Teachers feel threatened by the presence of
another adult in the room - Become sole service provider for certain students
- Perform only clerical work
20Shifting Roles
- Professional Status and Supervision
- the changing role of the teacher signifies a
shift toward a more professional status for
teachers - Teacher As Executive
- Classrooms are workplaces and the person who runs
the workplace must perform a number of executive
functions - Teachers must assure completion of and remain
accountable for their five primary
responsibilities - Principals and District Administrators
- As teacher roles shift, so do the roles of
administrators who become chief executives,
coordinating, coaching and guiding the work of
multiple executives who supervise paraeducators
21Professions
- Professions are characterized by the following
attributes - The obligations of service to others, as in a
"calling" - Understanding of a scholarly or theoretical kind
- A domain of skilled performance or practice
- The exercise of judgment
- The need for learning from experience as theory
and practice interact - A professional community to monitor quality and
aggregate knowledge - Shulman, L. (1998) Elementary School Journal,,
98(5), p. 516
22Ethical Considerations
- Preparation
- Consider paraeducator competencies and skills
- Consider paraeducator preferences and confidence
- When you cant provide training, finding someone
who can, or a class the paraeducator can take - Scope of Responsibility
- Consider whether the task is legitimately within
paraeducator scope of responsibility - Direction
- Written plans, meetings, task monitoring,
coaching of skills - Professional maintains responsibility for student
outcomes
23Professional Responsibilities
- Planning
- curriculum and instruction for students
- Assessment
- for program eligibility and for ongoing progress
monitoring - Instruction
- teaching or causing instruction to happen
- Collaboration
- with other professionals and families
- Supervision
- characterized by seven functions
24Working Smarter Not Harder
- Delineation of Roles and Responsibilities
- Consideration 1 Legislation
- Consideration 2 Liability
- Consideration 3 Ethics
- Scheduling / Improving Time Use
- Sphere of influence
- Self-Management
25 Paraeducator Responsibility Categories
- Instruction
- Data collection / reporting
- Activity preparation / follow-up
- Team participation / membership
- Clerical work
- Ethical practice
- Supervision of groups of students
- Health / personal related services
- Other tasks (assigned in accordance with legal,
liability, ethical considerations)
26Executive Functions of Paraeducator Supervision
- Providing Orientation
- Planning
- Scheduling
- Delegating
- Training
- Monitoring task performance
- Managing the workplace
27Providing Orientation
- Stage 1 Get Acquainted
- Introductions
- Policy and Procedure Orientation
- Confidentiality
28Providing Orientation
- Stage 2 - Establish The Supervisory Relationship
- Structured Initial Conversation (next slide)
- Work Style / Preferences Analysis
- Defining the Job
- Job definition step 1 Create Master List of
Tasks Duties - Job definition step 2 Determine Paraeducator
Skills - Job definition step 3 needs vs. preferences"
analysis - Job definition step 4 - create Personalized Job
Description - Job definition step 5 - list Training Needs
29Structured Initial Conversation
- Why have you decided to work as a paraeducator /
teacher? - What are your recreational activities / hobbies?
- Which of your teachers made the biggest positive
impact on you? - What other skills do you have that we might
incorporate into the classroom? - What is your understanding of this position?
- What do you think are the goals of education?
- What other teams have you participated on?
Sports? Work? - What talents and skills do you bring to the team?
- How do you think teams function best?
- How can we assure that we will work well
together?
30Providing Orientation
- Stage 3 Keep the Momentum
- review training plan
- review a list of all personnel finish
introductions
31Team vs. Individual Supervision
- Activity
- Stop and think about your situation.
- Briefly describe the way paraprofessionals are
used in your school. - Where are they located throughout the day?
- Who are they with?
- What impact / effect does that have on the
supervision provided to them? - Who supervises?
32Paraeducators in Typical Teams
- Example 1 General Education Teams (grade-level
or subject area) - Together, provide orientation, develop
personalized job description, clarify training
theyll provide - Plan together, determine the paraeducators
schedule, delegate tasks, and monitor the work of
the paraeducator. - periodically meet with the paraeducator to
communicate team and student needs, explain how
to perform tasks, resolve problems and conflicts,
and provide performance feedback
33Paraeducators in Typical Teams
- Example 2 Special - General Education Teams in
Inclusion - various professionals e.g. school psych, PT,
OT, SLP, nurse, sped teacher classroom teacher
share assessment and planning for students - students receive most of their education in a
general education classroom - many team members are itinerant
- day-to-day scheduling, direction and monitoring
of the paraeducator shared by general ed teacher
and special ed teacher - teachers share the daily functions of supervision
- itinerant professionals provide plans, direction,
on-the job training, and periodic monitoring of
paraeducators task performance
34Paraeducators in Typical Teams
- Example 3 Paraeducator Supports Students
- Individual or groups of students receiving
specific program services - Spends time in general education classes
- Classroom teacher plans instruction for class
- Consulting teacher
- consults with classroom teacher
- plans individualized adaptations or instruction
- provides specialized materials
- provides training to the paraeducator
- monitors student outcomes
35Supervision Decisions for Teams
- 1. Who plans the curriculum and instruction
(including adaptations)? - 2. Who directs the paraeducator on a daily
basis? - 3. Who provides training for assigned duties?
- 4. Who observes and documents task performance?
36Procrastination
...What youre putting off
37Five Major Reasons
- Confusion
- Lack of mental organization
- Lack of clear goals
- Resentment of Authority
- Lack of control / Demands seem unjust
- Lack of Self-Confidence
- Unsure you can do it / Lack of skills
- Self-Sabotage
- Mixed emotions... about supervising, about
inclusion, collaboration - Fear of failing / fear of looking bad or foolish
- Pleasure Priority
- Put enjoyment ahead of ambition / professional
growth
38 Instructions given by flight attendants to
airline passengers
- For those of you traveling with small children,
in the event of an oxygen failures, first place
the oxygen mask on your own face and then and
only then place the mask on your childs face.
- The fact is, the adult must be alive in order to
help the child. In schools we spend a lot of time
placing oxygen masks on other peoples faces
while we ourselves are suffocating.
39Time Use Matrix
- Two continuums
- Importance of tasks
- Urgency of tasks
- Time Use Matrix for School Professionals
40Managing Your Time
- Activity
- Take a few minutes to plan how you want to manage
your time - Some questions to consider
- How will you take charge of your day and your
time? - Can you schedule tasks at times that suit you,
rather than handling them as interruptions? - How will you help yourself think about the
questions of urgency and importance at the moment
of an interruption or request? - How will you make time for things that are truly
important? - What will you say to others when they tell you,
or ask you to do something that you consider less
important than what is already scheduled?
41What is Delegation?
- Delegation is...
- the process of getting things done through others
who have the skills to handle the tasks - the act of entrusting enough authority to another
to get tasks done without giving up
responsibility. - an executive function that is fundamentally
important to the professional behavior and time
use of school professionals and to the
supervision of paraeducators
42What Delegation Is Not
- Dumping
- minimizes the paraeducator role
- shows disrespect
- ignores paraeducator abilities
- shows disorganization, lack of skill to run the
program or classroom - Puppeteering
- fails to give authority to carry out the task
- micro- manages
- provides too much detail
- Passing the buck
- blames the paraeducator for failures
- Punishment
- mean-spirited assignments
- diminishes initiative and ownership
43Why Delegate?
- As David Letterman would say, these are the top10
reasons to delegate - It makes the most of your time
- Creates teams
- Empowers paraeducators
- It means you dont have to do everything yourself
- Maximizes use of your personal resources
- Gives paraeducators what they need
- Challenges paraeducators
- Avoids the creation of indispensable people
- Gives schools a better return on personnel
dollars - Minimizes physical limitations
44Why School Professionals Fail to Delegate
- Top 10 reasons school professionals fail to
delegate. - I can do it faster myself
- I am a perfectionist I want to be sure it gets
done right - I have no time to train the paraeducator
- Teaching is for teachers, Speech Language therapy
is for therapists, etc. - The paraeducator isnt qualified to do the job
- Paraeducators are paid too little / work too hard
for their pay - Its not part of the paraeducators job
description - Some parts of teaching are my occupational
hobby - Im not confident of the paraeducators work
- I dont want to be bossy I want paraeducators
to like me
45Effective Delegation
- Like a legal contract, delegation...
- Specifies the scope of the task
- May be only a part of a larger task or the whole
task - Tells what is involved
- Specifies goals or objectives to be reached
- The eventual goal, purpose or outcome
- How this task is related to others or builds up
to the goal - Specifies the time frame
- How urgent it is
- How much detail or time to spend on it
- Specifies the authority to carry out the task
- 4 levels of authority
- Specifies how the performance will be judged
46The Seven-Step Delegation Method Overview
- Set clear objectives
- Select the right person
- Train the paraeducator to carry out the tasks.
- Get input from the paraeducator.
- Set deadlines, time frames, and follow up dates.
- Specify the level of authority
- Guide and monitor tasks
47Step 1 Set Clear Objectives
- The purpose of the activity or lesson
- The eventual outcomes
- How / where this activity fits with others to
reach the intended outcomes
48Step 2 Select the right person
- Consider all available people for each task (e.g.
peer assistant, classroom teacher, volunteer) - Take the skills and preferences of paraeducators
into consideration - Provide opportunities for paraeducators to learn
new skills - Rotate and balance assignment of unpleasant tasks
- Consider workload and other responsibilities
49Step 3 Provide Training
- Consider what you already know about the
paraeducators skills and confidence on various
tasks, - Provide training on tasks that are new, have new
variations, or for which they had little skill or
confidence. - Consider who else might be able to train the
paraeducator to do the task. - It may be a better use of your time to ask
another paraeducator to teach a skill,
demonstrate a technique, or explain a procedure
than it is for you to do it. - Plan time for training sessions for new tasks.
50Step 4 Get Input From The Paraeducator
- To increase paraeducators commitment to their
work and to the best outcomes for students - ask them what they think,
- about what approach to take with a particular
child, - what materials they would use.
51Step 5 Set Deadlines Follow Up Dates
- Minimizes the chance of miscommunication or
conflict - Establish checkpoints or follow up dates
- Review data on student outcomes
- Delegated tasks are being carried out correctly
- They are having the desired effects
52Step 6 Specify The Level Of Authority
- Level 1 full authority to take action, use
judgment, make decisions - Level 2 authority to take action, but requires
frequent contact, specifies how often she will
stay in touch and who initiates contact. - Level 3 Requires approval before taking action,
or moving on to next step. - Level 4 Requires strict adherence to the plan,
no leeway for independent decision-making
53Step 7 Guide And Monitor Tasks
- Amount and intensity of monitoring depend on the
history of the working relationship. - Scheduled time for monitoring and feedback
- Focus on objectives, rather than the perfect
execution of prescribed actions. - Dont hover
- Causes loss of self-confidence
- Consider work style differences
- Note and recognize good performance and
improvement - Documentation of performance should be specific
to the objectives of the task and the
specifications of the plan.
54The Importance of Planning
- The most effective teachers plan
- Know what outcomes they expect from students
- Know what methods theyll use to achieve those
outcomes - Some teachers try to wing it
- Experience matters
- Carry ideas in their heads, make it through a day
without written plans - Paraeducators are not teachers
- Should not be forced into taking on teaching
responsibilities - Legally/ethically dont make decisions about
curriculum or pedagogy - Cannot read teachers minds who should be
making the decisions
55Adapting Curriculum Instruction
- Required by law (IDEA 504) for persons with
disabilities - Illegal and unethical for paraeducators to
determine adaptations - Adaptation plan should contain
- long-range goals for the student
- specific types of adaptations for all types of
instruction - Adaptation plan has multiple purposes
- Serves as communication tool
- Special ed General ed teachers
- Teachers and paraeducators
- Teachers and volunteers or peer assistants
- Related services providers, families
- To provide written data about student progress
- Arams Adaptation Plan
- Daily communication sheet for Aram
56The Paraeducators Role in Adapting Curriculum
Instruction
- To follow written plans and oral directions!
- Provided by any school professional
- On behalf of
- Students with disabilities
- Students with other special learning needs (e.g.
ESL) - Students with health issues
- The general welfare and safety of all the
students in the school
57 Planning Variables
- Paraeducator experience, skill and training
- Complexity of the task
- Risk
- Increased by
- Lack of structure
- Distance
58Efficiency
- Activity
- Name the problems that keep you from providing
written plans to the paraeducator? - Time?
- Hassle?
- Lack of a system?
- Disorganization?
- What would help?
- Something that would be time efficient and yet
get the job done?
59Planning Form / Format Criteria
- Easy to use
- Readily available
- The simplest design that covers the components
- Brief
- User-friendly
- Visual appeal
- Reads quickly
- White space and/or graphics
60Components of Plans
- Purpose of task, lesson or adaptation
- Long term student goals, short term objectives
- Specific student needs / strengths
- Materials / Resources
- Sequence of actions, use of cues or prompts,
permissible adaptations - Data structure for documenting student performance
61Build Your Own Plan Forms or Formats
- Activity
- As we look at the following examples, discuss
with a partner which of the components are
demonstrated - Consider the needs of your students are there
similarities? - Consider which features you could use in your
plan forms - What other types of plan forms would be useful to
you? - Make sketches of the types of forms you might
use. - Examples
- Sean
- Ashley
- 7th grade vocabulary procedures
- Calvin
62Scheduling
- Differs from planning in that it tells
- Where each person should be
- The time frame
- Who they are with (students and teachers)
- Generally what they are doing
63Paraeducator Growth Development
- Planning for Growth Development
- Two Key Reasons
- 1. A gap exists between programmatic needs and
the skills or confidence level of the
paraeducator - 2. Life long learning - continual renewal and
refinement of skills and keeping current with new
ideas / technologies.
64Paraeducator Training Needs Assessment
- Completed by paraeducators
- Identifies preferences and desires
- Acknowledges importance of paraeducator role
- Markets upcoming training
- Shows districts concern
- Doesnt necessarily identify all the training
needs that exist - Completed by supervisors
- Encourages reflection
- Creates awareness of training needs
- Acknowledges that some training can be provided
in groups not just on the job - Demonstrates administrative support for teachers
work with paraeducators - Doesnt necessarily identify all the training
needs that exist - Needs Assessment Example
65Content or Curriculum
- Look for
- Need
- Consistency
- Integrity
- Relevance
- Depth
- Role legitimacy
- Practicality
- Instructional quality
- Accountability
- Cost
66The Range of Training Formats
- Training formats
- Telling, mentioning, suggesting
- Thorough explanation during team meetings
- Demonstrating during student contact time
- Using videos or other demonstrations during
meetings - Attending workshops, seminars
- Taking courses
- Attending conferences
- Reading flyers, brochures, other print materials
67Providing Training
- Training methods vary according to purpose
- For information / awareness - choose conferences,
print, telling, Internet resources - For skill development select courses, workshops,
demonstrations, on the job training with
students, and coaching
68Training Components
- Theory skill, strategy, or concept is clearly
explained or described - Demonstration skill, strategy, or concept is
modeled or shown, so trainee sees or hears how it
works in real situations -
- Practice trainee tries out the skill,
strategy, or concept in a controlled or safe
place - Feedback trainer provides information to the
trainee about how well the trainee performs the
skill or strategy, or understands the concept - Coaching on the job while the paraeducator
works with students
69Documenting Training
- A safeguard for three situations / reasons
- The paraeducator doesnt meet the employment
standards - Protects the safety and welfare of students
- Provides a basis for legal defense if necessary
70Changing Role For Teachers
- Monitoring implies deliberate, purposeful
observations - Equates teachers to team leaders in business
- Little precedent for this role
- Therefore requires
- Administrative support
- On the job training of teachers in this role
- Coaching
- Feedback to teachers
- Accountability
71Unfocused Observation Methods
- Include Consideration of Multiple Variables such
as - personal style components
- voice, gestures, delivery
- content of lesson
- interactions with students
- organization of lesson or materials
- time use
- use of behavior management techniques
- Examples Include
- audio, video recording
- scripting
- notes on significant events
72Focused Observation Methods
- Checklist
- Identifies / Tallies the Presence or Absence of
Specific Behaviors - Useful to Assess the Overall Use of Specified
Techniques in a variety of instructional or
consultative / collaborative instances - Selective Verbatim
- Captures word for word certain, pre-selected,
events - Useful for understanding questioning levels,
frequency of questions, amount of teacher talk,
clarity of directions, etc..
73Formative Feedback
- Five guiding principles
- Performance
- rather than personal characteristics
- Specificity
- rather than generalities
- Honesty
- rather than pretense, but cushioned with tact
- Frequency
- the more the better
- Consistency
- versus playing professionals against one another
74Five Facts of Paraeducator Evaluation
- School professionals often contribute to
evaluation ratings - Recognizes high quality work
- Recognizes the need for training or coaching
- Evaluation requires judgement
- Fair evaluation is based on
- facts rather than opinions
- standards rather than interpersonal comparisons
- first-hand knowledge (observations) rather than
hearsay, - multiple data collection points
75Rubric for Judging Level of Task Independence
- Independent - performs task, as taught, without
guidance - Developing - performs task, as taught, but
relies on cues or prompts for portions of the
performance - Emerging - performs parts of task or tries to
perform but requires substantial guidance to
complete all aspects - Unable to Perform - Does not know how to perform
the task - Unwilling to Perform - Unwilling to perform the
task - Sample form
76Holding Meetings
- Considerations
- Finding a time
- Establishing group norms
- Establishing a functional location
- Facilitation
- Reviewing meeting effectiveness
- Using an agenda
- Developing the agenda
- Agenda content
- Following the agenda
- Documenting group decisions / plans
-
77Problem Solving
- Step I. Recognize the existence of and define
the problem - Describe, what the problem is
- in terms of needs - not in terms of competing
solutions. - Write the problem down
- Tell who it involves
- Describe when and where it happens / patterns
that appear. - Decide how serious it is.
- Determine causes, contributing factors.
78Problem Solving (continued)
- Step II. Decide whether or not to try to solve
the problem, - Step III. Decide the criteria for a successful
solution. - Determine the standards that absolutely must be
met - Be sure that the standards are consistent with
your values (if team members disagree on the
values, now is the time to say so and to
negotiate which values will apply). - Identify circumstances or standards that would
turn an acceptable solution into an ideal one
79Problem Solving (continued)
- Step IV. Generate possible alternative solutions
- If only one solution is generated, stop and
reexamine the problem, as stated - If any team member suggests that there only one
solution, sound the alarm! - Generate a list of at least three alternatives
without evaluating them - Employ every creative idea-generating strategy
that you can find.
80Problem Solving (continued)
- Step VI. Select one or more alternatives to
implement - Write down the alternatives that are selected and
the rationale for each selection. Be specific
about what exactly is going to be done - Determine who will do what
- Establish the timeline for the implementation of
the alternative
81Problem Solving (continued)
- Step VII. Plan how to monitor and evaluate the
solution - Determine what would constitute sufficient
evidence that the solution is or isn't working - Establish a timeline
- Establish a meeting time to discuss the results
82Conflict
Relationships
Data
Values
Interests
Structural Issues
83Five Factors that Cause Conflict
- Relationships - history of strong emotions,
misperceptions, stereotypes, poor communication,
negative repetitive behaviors
84Five Factors that Cause Conflict
- Values -
- Preferences
- Deep seated beliefs that guide actions
- Long-standing habits that control behaviors
-
- Values can be acknowledged, understood, maybe
even influenced, but probably not changed
85Five Factors that Cause Conflict
- Data
- Lack of information
- Different information
- Different interpretation
86Five Factors that Cause Conflict
- Structural Issues
- Roles and responsibilities
- Time
- Schedule
- Resources
- Space
87Five Factors that Cause Conflict
- Interests
- Psychological (status, power, respect, control,
recognition), - Substantive (resources, materials, space),
- Procedural (how decisions are made, steps taken
to reach a goal)
88Managing vs. Resolving Conflict
- Resolving conflict is only possible if the nature
of the conflict is in the bottom half of the
circle - Structural Issues
- Interests
- Conflict Resolution - when the conflict is
settled to the extent that it no longer consumes
energy of the group or individuals
89Managing vs. Resolving Conflict
- Often, the very best we can do in relationship,
values, and data conflicts is manage it -
- Conflict Management - the conflict is identified,
acknowledged, assessed, steps are taken to
address some of the most serious aspects or side
effects, options are generated.
90Caring Confrontation
- Three steps
- Message of positive care and concern
- Observation of specific behavior
- Statement of feelings
- Example Beth, its important to me that we work
well together, even when we have differences.
Today, in the meeting you said something offhand
to the effect that I didnt have an area of
expertise. That hurt my feelings.
91Resolving Conflicts
- If resolution seems possible and conflict is in
bottom half of circle, and you are willing to
devote the time it takes, then do this - Gain agreement to resolve the conflict
- Identify interests
- find out what each needs to get out of it in the
end - Generate options
- select options only if they allow the interests
of each party to be met - Select a solution
- gain agreement from both parties to adhere to the
selected solution - create a solution plan
- E.g. who does what, where , when, how
- Gain agreement to adhere to the plan.