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Welcome Back to Supervising for Excellence!

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Title: Welcome Back to Supervising for Excellence!


1
Welcome Back to Supervising for Excellence!
2
Part Two Course Objectives
  • Identify the core concepts which define learning
    organization.
  • Discuss methods of creating a safe learning
    environment within your team.

3
Part Two Course Objectives
  • Define characteristics of effective teams.
  • Identify the five stages of team development.
  • Examine the critical components required for a
    high performance team.
  • Devise an action plan for building an effective
    team.
  • Explain the benefits of developing and
    maintaining an effective team.

4
Part Two Course Objectives
  • Identify the benefit to providing effective
    feedback in facilitating effective casework.
  • Describe how feedback improves performance.
  • Identify effective feedback qualities and
    conditions.
  • Plan for effective feedback.
  • Provide effective feedback using professional
    interpersonal feedback skills checklist.

5
Part Two Course Objectives
  • Define coaching.
  • Determine the steps involved in effective
    coaching.
  • Discuss the nine events of instruction and how
    they relate to the coaching process.
  • Identify the typical needs and coaching
    implications for each stage of worker
    development.
  • Assess a worker's stage of development.
  • Identify whether or not effective coaching has
    been given.

6
Part Two Course Objectives
  • Discuss the Situational Leadership model as it
    applies to your role as a supervisor.
  • Identify the benefits of delegating to the
    individual, the supervisor and the organization.
  • Determine what types of tasks and
    responsibilities can be delegated.

7
Part Two Course Objectives
  • Review Seven Bases of Power and discuss methods
    for building your power and influence within your
    organization.
  • Identify the levels of conflict.
  • Discuss conflict behaviors.
  • Identify the principles of a win/win approach to
    conflict resolution.
  • Discuss the methods of negotiation, mediation,
    and collaboration for resolving conflicts.

8
Part Two Course Objectives
  • Identify effective methods of reward and
    recognition.
  • Create a plan to begin rewarding and recognizing
    your team.

9
Adults.
  • Learn with their EYES
  • Learn with their EARS
  • Learn with their HANDS
  • Learn with their NOSES
  • Need to know how things apply to practice

10
Learning Organization
  • An organization that is able to transform itself
    by acquiring new knowledge, skills, or behaviors.
    In successful learning organizations, individual
    learning is continuous, knowledge is shared, and
    the culture supports learning. Employees are
    encouraged to think critically and take risks
    with new ideas. All employees' contributions are
    valued.
  • -Victoria J. Marsick

11
Points to Ponder
  • Todays business environment is considerably
    different than that of 50 or even 25 years ago.
  • Giving orders and taking orders is no longer a
    viable management relationship to have with an
    employee.
  • There will be more change in the next 10 years
    than there has been in the last 100 years.

12
Comparing 4 Management Leadership Theories
  • X
  • Y
  • Z
  • C

13
Peter Senges 5 Aspects of a Learning
Organization
  • Systems thinking
  • Personal mastery
  • Mental models
  • Shared vision
  • Team learning

14
Key functions and core tasks of learning
organizations
  • Information gathering and problem solving
  • Experimentation
  • Learning from the Past
  • Learning from Best Practices
  • Transferring Knowledge

15
Four Tasksof a Learning Organization
  • Designing learning settings
  • Promoting culture of learning
  • Leading to learning processes
  • Demonstrating personal investment in learning

16
Characteristics to Create High-Performance
Organization
17
Weighing in
  • Discuss as a group
  • Which are most important in your organization?
  • Which are the strongest? How do you determine
    that?
  • Which need improvement? What are suggestions to
    improve?

18
Transactional vs. Transformational
  • Individualized Consideration
  • Intellectual Stimulation
  • Inspirational Motivation
  • Idealized Influence
  • Laissez Faire
  • Management by Exception
  • Contingent Rewards

19
Leadership TheoryWhich are you?
20
New Roles for Leaders
  • New Leadership Model
  • Involve people, get them to invest
  • Build initiators
  • Assist people in generating new ideas
  • Old Supervisory Model
  • Results Direct people and get them to cooperate
  • Build followers
  • Present ideas for staff to understand

21
New Roles for Leaders
  • Old Supervisory Model
  • Manage people one-to-one
  • Develop strength within unit
  • Implement only directions from above
  • New Leadership Model
  • Build collaborative, independent and supportive
    teams
  • Develop strength between units and peers
  • Initiate new ideas and directions to communicate
    to those above

22
New Roles for Leaders
  • New Leadership Model
  • Generate positive innovations with your people
    without imposing them
  • Be masterful at interpersonal relationships
  • Old Supervisory Model
  • Help people change when directed
  • Communicate well

23
Principles that Promote Learning
  • View mistakes as stepping stones to continuous
    learning and essential to growth.
  • Be willing to rework organizational structures
    and systems.
  • Accomplish as much transfer of knowledge and
    power from person to person as possible.

24
Principles that Promote Learning
  • Encourage and teach learners to structure their
    own learning, rather than structuring it for
    them.
  • Teach self-evaluation.
  • Recognize different learning styles and
    personalities as just alternate tools for
    learning.

25
Principles that Promote Learning
  • Encourage people to discover their own learning
    styles and those of their co-workers.
  • Ideas are developed best through dialog and
    discussion.
  • Everything is subject to re-examination and
    investigation.

26
Consider
  • How can you become a transformational leader?
  • What 2-3 steps can you take in your role in your
    organization to become a learning organization?
  • What do you anticipate as staff reactions?

27
Effective Team Building
  • Define characteristics of effective teams.
  • Identify the five stages of team development.
  • Examine the critical components required for a
    high performance team.
  • Devise an action plan for building an effective
    team.
  • Explain the benefits of developing and
    maintaining an effective team.

28
Five Stages of Team Development
  • Stage One Forming (Tentative)
  • Stage Two Storming (Emerging)
  • Stage Three Norming (Advanced)
  • Stage Four Performing (Mature)
  • Stage Five Adjourning

29
Forming/Tentative (Politeness and Pretending)
  • During this stage, the leader directs.
  • Individual roles are unclear.
  • Members figuring out how do I fit in?
  • Trust level is low and not much sharing is going
    on.
  • Members pretend to agree with the leader on all
    matters.

30
Storming/Emerging (Chaos)
  • During this stage, the leader coaches.
  • Members vie for influence.
  • Confusion about roles and boundaries.
  • Sub-groups form as power coalitions or support.
  • Unresolved conflicts arise.

31
Norming/Advanced (Discarding and Redefining)
  • During this stage, the leader facilitates and
    enables.
  • Members become more comfortable with one another.
  • Conflicts from storming stage resolved.
  • Members speak more freely.
  • Group begins to feel united and cohesive.

32
Performing/Mature (Resolution)
  • During this stage, the leader delegates and
    oversees.
  • Norms become strong and binding.
  • Individually and collectively group is productive
    and able to resolve disputes.
  • New member may upset balance.
  • Performance may lag due to burnout.

33
Adjourning (Closure)
  • During this stage, the leader recognizes
    accomplishments.
  • Marks the end of a team.
  • May result in breakdown of group skills.
  • Conflict may increase.
  • Separating is difficult for members.
  • Evaluation of performance.

34
Team Communication
High
Collaborative (Win / Win)
Trust
Respectful (Compromise)
Defensive ( Win/Lose, Lose/Win)
Low
Co-operation
Low
High
35
Modes of Communication
  • Communication modes available include
  • Written
  • Spoken
  • Visual
  • Electronic
  • Select the best mix to get the message across

36
Barriers to Communication
  • Barriers to effective communication include
  • Use of jargon
  • Poor listening habits
  • Prejudice and personal bias
  • Complexity of the message
  • Inappropriate media used

37
  • Other barriers may be
  • Perceptions about the sender
  • Accuracy of information
  • Timing of the communication
  • Ignoring what the members do not agree with
  • Communication overload

38
Break Down Barriers
  • Ways to reduce or remove barriers to effective
    communication
  • Excellent listening habits
  • Appropriateness of the channel
  • Quality of the information
  • Use of simple and direct language
  • Development and use of a feedback system

39
Effective Team Behavior
  • Effective Team behavior has three main aspects
  • Achieving the team tasks/ objectives
  • Meeting the needs and goals of the individuals
    involved
  • Enhancing morale and harmony in the team

40
Negative Team Behavior
  • Negative behaviors that can damage the
    functionality of a team
  • Point scoring
  • Non-constructive criticism
  • Sulking and avoidance
  • Defending as opposed to listening
  • Aggression or over-assertiveness
  • Formation of cliques

41
Seven Keys to Effective Teamwork
  • Clearly stated objective
  • Small successes reinforce
  • Diverse objectives, common purpose
  • Common goal benefits all
  • Mutually supportive
  • Adversity strengthens
  • Recognize real symbolic needs

42
Systematic Approach to Teambuilding
Scope Expectations
Briefing and Guiding
Performing the Task
Monitoring Reviewing
43
Benefits of a Systematic Approach
  • The benefits of a systematic approach to
    teambuilding are
  • Consistency of the team-based processes
  • Learning from and building on past experiences
  • Teamwork is seen as a normal business process

44
Scope and Expectations
  • Team members need to be clear on
  • Exactly what is expected of them
  • What they must achieve
  • The constraints under which they must work
  • The level of decision making that they have

45
Brief and Guide
  • This involves
  • Communicating the purpose of the team
  • Outlining the resources available to the team
  • Listening to and answering questions from the
    team
  • Agreeing how and by when the tasks are to be
    completed
  • Explaining how progress will be monitored

46
Performing Task
  • Once the first two steps have been taken - then
    the team can set about performing the tasks
    required to meet the set objectives.
  • Provided that the resources have been allocated
    and the purpose is clearly defined the team
    should be able to proceed.

47
Monitor and Review
  • At this stage, issues such as the following may
    arise
  • Ensuring that the original brief was understood
  • Provision of any additional guidance
  • Revision of resource and time allocations
  • Provide feedback on progress

48
Team Problem-Solving Summary
  • Communication
  • Relationship
  • Leadership
  • Problem Identification
  • Mutual Respect
  • Forward Momentum
  • Plan of Action
  • Follow-through
  • Direct Feedback

49
Effective Feedback
  • Identify the benefit to providing effective
    feedback in facilitating effective casework.
  • Describe how feedback improves performance.
  • Identify effective feedback qualities and
    conditions.
  • Plan for effective feedback.
  • Provide effective feedback using professional
    interpersonal feedback skills checklist.

50
Feedback and Job Performance
  • Effective feedback can
  • Maintain desired performance
  • Change undesired performance
  • This is done by creating specific
  • Qualities
  • Conditions
  • Plans for effective feedback

51
  • Mary is a CPI with no backlog of cases open over
    30 days. On the other hand, Mary frequently skips
    staff meetings and does not assist other workers
    in emergency situations when asked.
  • What feedback should Mary receive on her desired
    performance?
  • What feedback should Mary receive on her
    undesired performance?

52
Feedback Qualities
High
Quality of Feedback
Low
Job Satisfaction
53
Qualities of Effective Feedback
  • Tied to expectations
  • Specific and behavioral
  • Results oriented
  • Frequent
  • Well-timed
  • Direct
  • Helpful
  • Clear

54
Conditions for Feedback
  • Openness free exchange of information.
  • Trustworthiness motives are to empower and
    support workers.
  • Credibility demonstration of ability, knowledge
    and skill.

55
Planning for Effective Feedback
  • Create the best conditions
  • Review expectations
  • Identify the behaviors to maintain or change
  • Identify reasons for performance
  • Know what to say, when to say it, and where to
    say it
  • Have supporting documentation
  • Keep a contact log

56
Coaching Your Team
  • Define coaching.
  • Determine the steps involved in effective
    coaching.
  • Discuss the nine events of instruction and how
    they relate to the coaching process.
  • Identify the typical needs and coaching
    implications for each stage of worker
    development.
  • Assess a worker's stage of development.
  • Identify whether or not effective coaching has
    been given.

57
The Coaching Investment
Effective Coaching
  • Facilitates the work of the unit
  • Increases job satisfaction
  • Avoids performance problems
  • Benefits families
  • Reduces supervisors workload
  • Prepares workers for advancement
  • Upgrades professionalism

58
The Coaching Process
  • Let the worker know what is expected.
  • Provide a model of performance.
  • Provide frequent feedback.
  • Provide encouragement and assistance.
  • Recognize achievement.

59
Strengths, Needs and Goals
  • Strengths A specific behavior that allows the
    worker to accomplish assigned performance goals
    and expectations.
  • Needs A specific behavior that is missing or
    underutilized.
  • Goals The desired outcome defined.

60
Goal Example 1
  • PROBLEM Joe doesnt know the children on his
    caseload.
  • NEED Joe needs to know the placement history of
    each child on his caseload.
  • GOAL Every child on Joes caseload will have a
    completed life book that reflects their history
    and facilitates their transition out of care.

61
Goal Example 2
  • PROBLEM A worker has sloppy documentation.
  • NEED The worker needs to write legible notes
    that reflects times, dates, and
    behaviorally-specific observations.
  • GOAL The workers written case histories have
    thorough, legible documentation that accurately
    reflect the chronology of the case.

62
Formal Process of Identifying Strengths, Needs,
and Goals
  • Step 1Supervisor Reflection
  • Step 2Worker Reflection
  • Step 3Meeting

63
The Coaching Process
  • Let the worker know what is expected.
  • Provide a model of performance.
  • Provide frequent feedback.
  • Provide encouragement and assistance.
  • Recognize achievement.

64
Four Stages of Worker Development
  • High Anxiety (Day 1 to 6 months)
  • Engagement (2nd to 4th week)
  • Basic Mastery (3 months to 2 years)
  • Independence and Commitment (1 year on)

65
Terms
  • Mastery relates to the workers skills and
    knowledge. It comes from a workers experience,
    training, and education.
  • Motivation relates to the workers confidence,
    enthusiasm, and commitment to the job.

66
Situational Leadership/ Delegation and Empowerment
  • Discuss the Situational Leadership model as it
    applies to your role as a supervisor.
  • Identify the benefits of delegating to the
    individual, the supervisor and the organization.
  • Determine what types of tasks and
    responsibilities can be delegated.

67
Situational Leadership
  • A situational leader varies the amount of
    direction and support a person needs based on the
    task being performed.
  • Ken Blanchard and Paul Hershey created a model
    for Situational Leadership.

68
SITUATIONAL LEADERSHIP
  • Match your supervisor style to the level of
    worker development
  • Identify workers developmental level
  • Match supervisor style to that level
  • As worker developmental level changes, supervisor
    moves to matching leader style

69
Development
  • ABILITY / Mastery
  • experience or education specific to task
  • problem-solving
  • responsibility
  • meeting deadlines
  • WILLINGNESS / Motivation
  • desire to be responsible
  • high but realistic goals
  • independence
  • persistence
  • work attitude

70
SITUATIONAL LEADERSHIPWORKER Development
D4 D3 D2 D1
ABLE ABLE UNABLE
UNABLE WILLING UNWILLING WILLING
UNWILLING
71
LEADERSHIP BEHAVIOR
  • TASK
  • The amount of direction the supervisor gives
    regarding the job function
  • RELATIONSHIP
  • The amount of emotional support the supervisor
    gives, including communication (one way or two
    way)

72
SITUATIONAL LEADERSHIPLEADER STYLE
HIGH
Relationship
LOW
HIGH
Task
73
SITUATIONAL LEADERSHIPLEADER STYLE
HIGH
D3 D2 D4 D1
Relationship
LOW
HIGH
Task
74
SITUATIONAL LEADERSHIPLEADER STYLE
HIGH
Coaching
Supporting
S2
S3
D3 D2 D4 D1
Relationship
S1
S4
Directing
Delegating
LOW
HIGH
Task
75
Six Conditions for Empowerment in Organizational
Development
  • integrity
  • maturity
  • abundance mentality
  • communication
  • organization
  • synergistic problem-solving

76
Benefits of Delegation
  • Frees time to supervise
  • Offers cross-training opportunities
  • Instills a sense of ownership
  • Demonstrates trust in ones competency
  • Builds a team
  • Encourages creativity
  • Empowers staff

77
Elements of Courage Necessary for Delegation
  • Patience
  • Self-control
  • Faith in the potential of others
  • Respect for individual differences
  • Responsibility given
  • Responsibility received

78
Key Elements of Delegation
  • Resources The person to whom work is delegated
    must have access to the resources necessary for
    successful completion of the task or project.
  • Authority The person must be clear on the level
    of authority they have related to the task.

79
Key Elements of Delegation
  • Training If the staff member does not already
    have the skills to carry out the task or
    responsibility, he or she must be trained.
  • Motivation Explain the reason behind the task
    the big picture. The person must be aware of
    why the task is being completed and the
    importance of the task.

80
Steps in Delegation
  • Describe the project or task.
  • Describe the desired end result.
  • Explain the purpose of the task.
  • Discuss Resources.
  • Confirm understanding of the project or task.
  • Ask for ideas.
  • Establish check ins and feedback methods.

81
Conflict Resolution
  • Review Seven Bases of Power and discuss methods
    for building your power and influence within your
    organization.
  • Identify the levels of conflict.
  • Discuss conflict behaviors.
  • Identify the principles of a win/win approach to
    conflict resolution.
  • Discuss the methods of negotiation, mediation,
    and collaboration for resolving conflicts.

82
Seven Bases of Power
  • Position  By right of role or position
    (Director)
  • Reward  Individual can give something someone
    else wants (raise, recognition)
  • Punish Can withhold or take away something (job,
    vacation time)

83
Seven Bases of Power
  • Expert  Power because of knowledge or expertise
  • Charisma  Power because of charm, personality,
    or magnetism
  • Association Power through coalitions or
    membership in an organization
  • Relationship Grapevine, collegiality

84
Two sisters want an orange, but there is only one
orange left. What can they do?
85
Thats what they did. One sister went to the
juicer with her half of the orange and started to
squeeze herself a drink. The amount turned out
to be too small to satisfy her so she threw out
the rind. The other sister, with some
difficulty, began to grate the rind of her half
of the orange to flavor a cake. She then threw
out the juicy pulp.
86
Each sister only got half an orange, when in
effect, they could have each had the whole orange.
What could the sisters have done in order to
satisfy both of their desires for the orange?
87
Levels of Conflict
Discomfort
Stay Alert!
Incident
Misunderstanding
Tension
Crisis
88
Five dominant orientations or modes of dealing
with conflicts
  • Avoiding
  • Accommodating
  • Competing
  • Compromising
  • Collaborating
  • Which of these do you do?

89
A Win/Win Solution
  • Win/Win Approach
  • Needs First
  • Solutions Later

90
Negotiation
  • Negotiation is the act of arranging terms.
  • Relies on the premise that the supervisor and the
    employee each have something of equal value to
    exchange.

91
Mediation
  • Mediation is the act of affecting an agreement.
  • Mediation occurs when a third party assists the
    parties in disagreement in coming to a mutually
    satisfying resolution.

92
Collaboration
  • Collaboration is the act of working together.
  • When the supervisor and employee collaborate in
    casework, the supervisor stays informed and the
    clients are better served.

93
Recognition, Rewards, Retention
  • Identify effective methods of reward and
    recognition.
  • Create a plan to begin rewarding and recognizing
    your team.

94
Extrinsic and Intrinsic Motivation
  • Extrinsic factors are forms of recognition that
    come from outside the person and appeal to their
    outer-directed self.
  • Intrinsic motivators appeal to the inner self, as
    they focus on things that might only be important
    to the person.

95
  • Compensation is a right recognition is a gift.
  • -Rosabeth Moss Kanter, author and management
    consultant

96
Effective Praise Should Be
  • Spontaneous
  • Specific
  • Purposeful
  • Private or Public
  • In writing
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