supervising for excellence training 22-jun-06 part two

Supervising for Excellence Training Part Two/Module Seven

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Table of Contents Part Two: Notes to Trainer………………………………………..………….. 3 Part Two at a Glance……….……………………………………..……………. 4 Introduction……………..……….…………………………………….….…………. 6 Creating a Learning Organization……………………………….……..…. 8 Creating a Learning Organization Wall Board Display………….16 Transformational Vs. Pseudo-transformational Cards…………...17


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Part Two of Supervising for Excellence is designed to focus on building a highly func-tioning team. The objectives in this section are designed to assist the supervisor in building an effective team by putting into practice the skills of coaching, feedback, rec-ognition and conflict resolution skills.

This section begins with a discussion on learning organizations. This section reviews the principles of learning organizations and the benefits of implementing these princi-ples in the work place.

The skills needed to effectively give feedback are essential for effective supervision. Supervisors will learn how and when it is necessary to give appropriate feedback to their staff. Participants will review the coaching process and identify methods to effectively coach their team members by setting goals and expectations, and working with their team members to achieve those goals.

Additionally this section of curriculum addresses the development of situational leader-ship skills. Supervisors will learn to assess their staff and apply the appropriate style of leadership to specific situations.

All of the skills in this section of the curriculum are designed to facilitate teambuilding. During the module devoted to teambuilding techniques, methods of building team co-operation and camaraderie will be explored.

To conclude Part Two, there will be a focus on conflict resolution, collaboration and ne-gotiation as tools needed by a supervisor to navigate team differences and problems. Methods for effective reward and recognition will also be discussed.

Part Two: Notes to Trainer


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Part Two at a Glance 1 hour Introduction Flipchart

Markers Post-it notes PPT Slides 1-8

Introductions Ice-breaker

Section Time Materials Activities

2 1/2 Hours Learning Organization

Flipchart Markers PPT Slides 9-26

Start With Your Team

3 Hours Feedback Flipchart Markers PPT Slides 49-

55

No More My Way…

Recognizing Effective Feedback

Creating an Atmos-phere for Feedback

Planning for Feedback

Putting it All Together

3 Hours Coaching Flipchart Markers PPT Slides 56-

65

? Strengths, Needs and Goals

? Needs and Goals ? Identifying Strengths,

Needs, and Goals ? Coaching Pat ? Worker Development ? Four Stages ? Coaching Based on De-

velopment Stage

3 Hours Teambuilding Flipchart Markers PPT Slides 27-

48

? Treasure Hunt ? Terri ? How Well Does Your

Team Communicate? ? Practice Makes Better ? Action Plan


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Part Two at a Glance Section Time Materials Activities

2 Hours Conflict Resolution, Negotiation and Mediation

Flipchart Markers PPT Slides 63-

74

? 7 Bases of Power

? Levels of Conflict

? Behaviors in Conflict

? Meaning of Win/Win

? Working Toward a Win/Win

1 Hour Recognition. Rewards, and Retention


78

? How Do You Like to be Recognized?

? 10 Sentences That Will Help You Re-tain Your Best Em-ployees

Conclusion Wrap-Up

1/2 Hour

Situational Leadership

1 1/2 Hours Flipchart Markers PPT Slides 66-

80

? Situational Leadership

? What Are Your Employee Levels?

? You Be the Expert

? What Do You Do?

? Bringing It Home

? Delegation Assessment

? Rank Order

1 1/2 Hours Delegation and Empowerment


96

? Increasing Your Power

? 7 Bases of Power ? Levels of Conflict ? Yes, But… ? Sales Pitch


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Introduction

Part Two

Materials Flipchart

Markers

Post-its

PPT 1-8 1 hour

Activity Prepare flipchart pages ahead of time and post around the room. List

two main topics from Part One training on each flipchart. Topics:

Myers-Briggs, Clinical Supervision, Listening Skills, Resiliency, Fed-

eral and State Outcomes, Time Management, Group Project

1. Introduce yourself and welcome the participants to the Supervis-

ing for Excellence Training, Part Two. Cover the following:

Your name

Work responsibilities/length of time at your organization.

Why you’re excited to be training this curriculum!

Any other information you would like to share to begin allowing

the participants to get to know you.

2. Ask the participants to introduce themselves by sharing the fol-

lowing:

Name

Length of time in Child Welfare

Describe the project you’ve chosen and the actions you’ve taken during the last month.

3. Distribute post-it pads and ask the participants to tear off 7

sheets a piece.

4. Instruct the participants to take a few minutes to look at each

main topic from Part One and identify one piece of information or

skill related to each topic that they took away from training and

implemented in their work lives.

5. Tell them to write each piece of information or skill on a single

post-it and place that post-it under the topic it relates to on the

flipcharts.

6. When everyone is finished, review the items shared as a class.


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7. Display PPT 2-8 and review the objectives for the course.

2

Part Two Course Objectives

ü Identify the core concepts which define “learning organization.”

ü Discuss methods of creating a safe learning environment within your team.

3

Part Two Course Objectivesü Define characteristics of effective

teams.

ü Identify the five stages of team development.

ü Examine the critical components required for a high performance team.

ü Devise an action plan for building an effective team.

ü Explain the benefits of developing and maintaining an effective team.

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Part Two Course Objectivesü Identify the benefit to providing

effective feedback in facilitating effective casework.

ü Describe how feedback improves performance.

ü Identify effective feedback qualities and conditions.

ü Plan for effective feedback.ü Provide effective feedback using

professional interpersonal feedback skills checklist.

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Part Two Course Objectivesü Define “coaching”.ü Determine the steps involved in effective

coaching.ü Discuss the nine events of instruction and

how they relate to the coaching process.ü Identify the typical needs and coaching

implications for each stage of worker development.

ü Assess a worker's stage of development.ü Identify whether or not effective coaching

has been given.6


ü Discuss the Situational Leadership model as it applies to your role as a supervisor.

ü Identify the benefits of delegating to the individual, the supervisor and the organization.

ü Determine what types of tasks and responsibilities can be delegated.

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Part Two Course Objectivesü Review “Seven Bases of Power” and

discuss methods for building your power and influence within your organization.

ü Identify the levels of conflict.

ü Discuss conflict behaviors.

ü Identify the principles of a win/win approach to conflict resolution.

ü Discuss the methods of negotiation, mediation, and collaboration for resolving conflicts.

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üIdentify effective methods of reward and recognition.

üCreate a plan to begin rewarding and recognizing your team.


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Defining and Building a Learning Organization

Creating a Learning Organization

Materials PPT 9-26 Flipchart Markers Post-it

notes 2 1/2 hours

Objectives Trainer:

? Before the class begins, create a Wall Board display with the

visuals shown in the PDF file on your disk labeled: “Primer Wall

Chart.pdf”. See PG 16 of this Trainer Guide for instructions.

? Place training toys on the tables.

? You do not need to review the objectives again here, as you have

just presented the objectives for this entire section.

v Identify the core concepts which define “learning organization.”

v Discuss methods of creating a safe learning environment within

your team.

Presentation ~ Learning Organizations

Display PPT 9

Activity ~ Opening 1. Ask each participant to write their individual learning goals on a

post-it note.

2. Share their learning goal with at least four other participants

from a different table.

3. After sharing, post the learning goal to the flipchart page.

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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


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Debrief

Observation: This task demonstrated team building phases which

will be discussed in a later part of this training.

Review the learning goals on the post-it notes, and discuss the

“take-aways” from the training.

Advise participants to think about their learning goal as the train-

ing progresses.

Discussion ~ Adult Learning Styles

Discuss reason for visuals on the walls and the training toys, and

relate them to a brief discussion of Adult Learning Styles, making

the following points:

Adults learn with their: Eyes, Ears, Hands, Noses, How things

apply to practice.

Visuals are posted around the room so that when minds wan-

der and they look around the room, there is a 360 degree

learning environment.

Kinesthetic learners need something in their hands, and you

will see them taking notes even though they may never look at

them again. The toys help these types of learners, giving them

something to “Hold on to” while they are processing informa-

tion.

? Ask: Why do Supervisors need to know about different learning

styles?

Suggested Response: Supervisors must model addressing different

styles so their workers will address all styles when working with fami-

lies.


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Presentation ~ Learning Organization Display PPT 10-14 and discuss.

Refer participants to PG 5-6 and to the Wall Board display as you

compare the four Management and Leadership Theories by re-

viewing the attitudes toward each of the following as it related to

each theory:

Work

Creativity

Motivation

Management Approach

Review Peter Senge’s five aspects of a Learning Organization.

Systems thinking is a way of thinking about and a language

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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. Marsick6

Points to Ponder…v Today’s business environment is

considerably different than that of 50 or even 25 years ago.

v Giving orders and taking orders is no longer a viable management relationship to have with an employee.

v There will be more change in the next 10 years than there has been in the last 100 years.

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Comparing 4 Management &

Leadership Theories

vXvYvZvC

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Peter Senge’s 5 Aspects of aLearning Organization

vSystems thinking

vPersonal mastery

vMental models

vShared vision

vTeam learning

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Key functions and core tasks of learning organizations

vInformation gathering and problem solving

vExperimentation

vLearning from the Past

vLearning from Best Practices

vTransferring Knowledge


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for describing and understanding forces and interrelation-ships that shape the behavior of systems. This discipline helps us see how to change systems more effectively, ands to act m0re in tune with the larger processes of the natural and economic world Personal mastery is learning to expand our personal capacity to create results we most desire and creating an organizational environment which encourages all its members to develop themselves toward goals and purposes they choose.

Mental models are reflecting upon, continually clarifying, and improving our internal pictures of the world, and seeing how they shape our actions and decisions.

Shared vision is building a sense of commitment in a group, by developing shared images of the future we seek to cre-ate, and the principles and guiding practices by which we hope to get there.

Team learning is transforming conversational and collective thinking skills, so that groups of people can reliably develop intelligence and ability greater than the sum of individual members' talents. [Peter Senge, The Fifth Discipline Field-book, pp 6-7].

Discuss key functions and core tasks of learning organizations.

It is the supervisor’s responsibility to share information.

Learning from the past is often not used.

Display PPT 15-16 and discuss.

The Four tasks of a learning organization.

Focus on promoting learning opportunities.

Set the tone, support expression of dissenting viewpoints,

challenging current assumptions.

Model questioning, listening and responding.

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Four Tasksof a Learning Organization

– Designing learning settings

– Promoting culture of learning

– Leading to learning processes

– Demonstrating personal investment in learning

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Characteristics to Create High-Performance

Organization


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Remain open to new ideas, be aware of personal bias.

Characteristics to Create a High Performance Organization. Refer

participants to PG 8-9 and facilitate a group discussion of each

characteristic.

Points to make:

Leaders set the tone, pace and expectations of the organi-

zation.

Leaders must change themselves first.

Responding to customer feedback is essential.

Must strive to meet and exceed expectations of customers.

HR reflects new cultural norm of coaching in recruiting, ori-

entation, training, evaluations, promotions, etc.

Continual connection and follow up between people and

their work results.

Coach up to boss, laterally to peers, and down to direct re-

ports.

Coach outside direct line of authority.

People express their feelings and feel listened to.

Lessons are shared and risk taking is enhanced.

People are more engaged in the business, find more per-

sonal satisfaction in their business.

Activity ~ Weighing In 1. Display PPT slide 17 “Weighing In” and advise participants to

discuss the questions displayed on the PPT slide in their table groups.

? Which are most important in your organization?

? Which are the strongest?

? How do you determine that?

? Which need improvement?


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? What are suggestions to improve?

2. Debrief by discussing what response the table groups identified for each question.

Discussion ~ Leadership Display PPT slide 18-26, refer participants to PG 10-13 and dis-

cuss Transactional and Transformational Leadership.

Points to make:

The principles of Transactional Leaders are to motivate work-ers by the exchange of status and wages for the worker’s per-formance.

Transformational leaders promote the mission of the group, focus on a collective vision, and communicate it to all employ-ees.

When you are working with a family, you are trying to trans-form them. What you model to your workers, they will model with the family.

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Leadership TheoryWhich are you?

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New Roles for Leaders

New Leadership Model

v Involve people, get them to invest

v Build initiatorsv Assist people in

generatingnew ideas

Old Supervisory Model

v Results = Directpeople and get them to cooperate

v Build followersv Present ideas for staff

to understand

14

Transactional vs. Transformational

v Laissez Fairev Management by

Exceptionv Contingent Rewards

v Individualized Considerationv Intellectual

Stimulationv Inspirational

Motivationv Idealized

Influence


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Refer participants to PG 16 to document their answers.

Activity ~ Card Sort Activity Advance preparation: Use the lists on page 17 of this Trainer Guide to prepare a set of note-cards with the information listed for each table (one note-card per item on the list). Shuffle the cards randomly so they’re no longer in the format of Transformational and Pseudo-transformational.

1. Place a set of shuffled note cards in the middle of each table.

2. Ask the participants to sort the cards into two piles: One pile for transformational leadership and one pile for pseudo-transformational leadership.

3. Discuss as a class.

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Principles that Promote Learning

v Encourage people to discover their own learning styles and those of their co-workers.

v Ideas are developed best through dialog and discussion.

v Everything is subject to re-examination and investigation.

26

Consider

vHow can you become a transformational leader?vWhat 2-3 steps can you take

in your role in your organization to become a learning organization?vWhat do you anticipate as

staff reactions?

18


New Leadership Modelv Build collaborative,

independent and supportive teams

v Develop strength betweenunits and peers

v Initiatenew ideas and directions to communicate to those above


vManage people one-to-one

v Develop strength withinunit

v Implementonly directions from above

19


New Leadership Model

v Generate positive innovationswith your people without imposing them

v Be masterfulat interpersonal relationships


v Help people change when directed

v Communicatewell

20


v View mistakes as stepping stones to continuous learning and essential to growth.

v Be willing to rework organizational structures and systems.

v Accomplish as much transfer of knowledge and power from person to person as possible.

21


v Encourage and teach learners to structure their own learning, rather than structuring it for them.

v Teach self-evaluation.v Recognize different

learning styles and personalities as just alternate tools for learning.


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Activity ~ Summary

1. Ask participants to identify things that were positive and things that could

change in this training session.

2. Prepare a flipchart with two columns headed with a + and a ? . List par-

ticipant responses on the flipchart.

3. Debrief this activity by advising participants to use this type of activity to

evaluate new programs, procedures, etc. anytime they need to get feed-

back from their team.

4. Let someone else be the scribe. Scribes should not rephrase or com-

ment, but use the words of participants.


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Create a wall board with the images and text in the file named “Primer Wall Chart.pdf” on the disk that came with these training materials. Use the chart below as a guide for displaying the images. Each image should be printed on an 81/2 X 11 piece of paper and displayed in columns as shown below.

Wall Board Instructions

ATTTITUDES ABOUT...

Theory X (micro-

management)

Theory Y (win win); always

a loser

Theory Z Organization

(team focused)

Theory C Transformational

Coaching (learning organiza-

tion)

Work Is essential, but distasteful

Is natural, at least under favorable conditions

Is provided for a lifetime

Is only one source of fulfillment and growth

Creativity Workers have little capacity

Workers have a lot of capacity

Subsumed by the collective wisdom

Creative choices unleash commit-ment and sense of ownership.

Motivation People are irresponsible and lazy; they need a boss and Specific orders to follow

People are internally challenged; motivation operates at social, self-esteem and self-actualization level

Belonging to the group or “whole” is the ultimate reward. High social involve-ment; blending

Opportunity to contribute to meaningful goals; focus is on self-esteem and self-actualization

Management Approach

Highly structured And controlled; short-term fixes are the order of the day

Openness and trust; support and encouragement

Consensus decision-making; slow process; holistic concern

People are treated as adults, with honesty; vision is provided for direction; coaches challenge and support perform-ance


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Use these lists to create note-cards of transformational leadership and pseudo-transformational leadership traits on them. One trait on each note-card.

Copyright 2006, Dahlin and Garrison

Transformational Vs. Pseudo-transformational Leadership

supervising for excellence training 22-jun-06 part two

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