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SupervisionSupervisionPlease turn off all cell phones
OROR
Coaching Clarifying Intervention
94 Percent is coaching and clarifying!
I.I. Self-ManagementSelf-ManagementA. Administration
B. Communication
II. Individual Supervision
III. Group Supervision/ Dynamics
I. Self-ManagementA.A. AdministrationAdministration
B. Communication
II. Individual Supervision
III. Group Supervision/ Dynamics
Sleep for 56 hours a weekSleep for 56 hours a week
Class: 18 credit hours=72 hours of study and class
Hall Director Duties= 20 hours a week
20 hours of FREE TIME a week
I. Self-ManagementA.A. AdministrationAdministration
B. Communication
II. Individual Supervision
III. Group Supervision/ Dynamics
Where am I keeping these things?
Are they confidential?
How do I want the staff to see this information?
How do I want to receive this information?
I. Self-ManagementA. Administration
B.B. CommunicationCommunication
II. Individual Supervision
III. Group Supervision/ Dynamics
Deadlines
Expectations
Responsibilities
How to accomplish tasks
Giving feedback on job performance
When do you call your AD for emergencies?
See page 78 of The Manual
Other HDs
Your RAs
Other HDs
AD
YOU
ventingventing
Coaching, clarifying and Coaching, clarifying and informationinformation
ventingventing
The good, the bad, the ugly!The good, the bad, the ugly!
CoachingCoachingExcerpted from the Paraprofessional Healthcare Institute©
Coaching OrganizationCoaching Organization
I. Self-Management
II. Individual SupervisionA.A. CoachingCoaching
1. Creating Relationships
2. State Expectations
3. Gather Information
4. Problem Solving
5. Commitment
B. Clarifying Expectations
C. Intervention
D. Evaluation
III. Group Supervision/ Dynamics
I. Self-Management
II. Individual SupervisionA.A. Coaching Coaching
1.1. Creating Creating RelationshipsRelationships
2. State Expectations
3. Gather Information
4. Problem Solving
5. Commitment
B. Clarifying Expectations
C. Intervention
D. Evaluation
III. Group Supervision/ Dynamics
I. Self-Management
II. Individual SupervisionA.A. Coaching Coaching
1. Creating Relationships
2.2. State ExpectationsState Expectations
3. Gather Information
4. Problem Solving
5. Commitment
B. Clarifying Expectations
C. Intervention
D. Evaluation
III. Group Supervision/ Dynamics
Billie Jean
I. Self-Management
II. Individual SupervisionA.A. Coaching Coaching
1. Creating Relationships
2. State Expectations
3.3. Gather InformationGather Information
4. Problem Solving
5. Commitment
B. Clarifying Expectations
C. Intervention
D. Evaluation
III. Group Supervision/ Dynamics
I. Self-Management
II. Individual SupervisionA.A. Coaching Coaching
1. Creating Relationships
2. State Expectations
3. Gather Information
4.4. Problem SolvingProblem Solving
5. Commitment
B. Clarifying Expectations
C. Intervention
D. Evaluation
III. Group Supervision/ Dynamics Adapted from:
http://www.nyscseapartnership.org/website/lmc_web_resources/resources/graphics/6steps.gif
I. Self-Management
II. Individual SupervisionA.A. Coaching Coaching
1. Creating Relationships
2. State Expectations
3. Gather Information
4. Problem Solving
5.5. CommitmentCommitment
B. Clarifying Expectations
C. Intervention
D. Evaluation
III. Group Supervision/ Dynamics Adapted from:
http://www.nyscseapartnership.org/website/lmc_web_resources/resources/graphics/6steps.gif
I. Self-Management
II. Individual SupervisionA. Coaching
B.B. Clarifying Clarifying ExpectationsExpectations
1. Managing Responses
2. Active Listening
3. Present the Problem
4. Objective Language
5. CAP
C. Intervention
D. Evaluation
III. Group Supervision/ Dynamics
I. Self-Management
II. Individual SupervisionA. Coaching
B.B. Clarifying Clarifying ExpectationsExpectations
1.1. Managing Managing ResponsesResponses
2. Active Listening
3. Present the Problem
4. Objective Language
5. CAP
C. Intervention
D. Evaluation
III. Group Supervision/ Dynamics
My Liquor Cabinet
I. Self-Management
II. Individual Supervision
A. Coaching
B.B. Clarifying Clarifying ExpectationsExpectations
1. Managing Responses
2.2. Active ListeningActive Listening
3. Present the Problem
4. Objective Language
5. CAP
C. Intervention
D. Evaluation
III. Group Supervision/ Dynamics
I. Self-Management
II. Individual Supervision
A. Coaching
B.B. Clarifying Clarifying ExpectationsExpectations
1. Managing Responses
2. Active Listening
3.3. Present the Present the ProblemProblem
4. Objective Language
5. CAP
C. Intervention
D. Evaluation
III. Group Supervision/ Dynamics
CLEAR and DIRECT
NO BLAME
CONFIDENCE IN RA
I. Self-Management
II. Individual Supervision
A. Coaching
B.B. Clarifying Clarifying ExpectationsExpectations
1. Managing Responses
2. Active Listening
3. Present the Problem
4.4. Objective LanguageObjective Language
5. CAP
C. Intervention
D. Evaluation
III. Group Supervision/ Dynamics
I. Self-Management
II. Individual Supervision
A. Coaching
B.B. Clarifying Clarifying ExpectationsExpectations
1. Managing Responses
2. Active Listening
3. Present the Problem
4.4. Objective Objective LanguageLanguage
5. CAP
C. Intervention
D. Evaluation
III. Group Supervision/ Dynamics
Practice!1.1. Leaving the office door open when on a Leaving the office door open when on a
duty tourduty tour
2.2. Not emailing PA/Faculty Friend Not emailing PA/Faculty Friend upcoming programsupcoming programs
3.3. Weekly is late (first time)Weekly is late (first time)
4.4. Bulletin board not completed on timeBulletin board not completed on time
5.5. Poor/inadequate advertising for Poor/inadequate advertising for programprogram
6.6. Failure to document loaner key Failure to document loaner key distributiondistribution
7.7. Not attending the monthly, required Not attending the monthly, required Community Council meetingCommunity Council meeting
I. Self-Management
II. Individual Supervision
A. Coaching
B.B. Clarifying Clarifying ExpectationsExpectations
1. Managing Responses
2. Active Listening
3. Present the Problem
4.4. Objective LanguageObjective Language
5.5. CAPCAP
C. Intervention
D. Evaluation
III. Group Supervision/ Dynamics
Without AD ConsentWithout AD Consent
I. Self-Management
II. Individual Supervision
A. Coaching
B. Clarifying Expectations
1. Managing Responses
2. Active Listening
3. Present the Problem
4. Objective Language
5. CAP
C.C. InterventionIntervention
D. Evaluation
III. Group Supervision/ Dynamics
I. Self-Management
II. Individual Supervision
A. Coaching
B. Clarifying Expectations
1. Managing Responses
2. Active Listening
3. Present the Problem
4.4. Objective LanguageObjective Language
5. CAP
C. Intervention
D.D. EvaluationEvaluation
III. Group Supervision/ Dynamics
I. Self-Management
II. Individual Supervision
III.III. Group Supervision/ Group Supervision/ DynamicsDynamics
A.A. AdministrationAdministration1.1. Staff MeetingsStaff Meetings
2. Developmental Meetings
B. Facilitation
C. Managing Difference Differently
I. Self-Management
II. Individual Supervision
III.III. Group Supervision/ Group Supervision/ DynamicsDynamics
A.A. AdministrationAdministration1. Staff Meetings
2.2. Developmental Developmental MeetingsMeetings
B. Facilitation
C. Managing Difference Differently
I. Self-Management
II. Individual Supervision
III.III. Group Supervision/ Group Supervision/ DynamicsDynamics
A. Administration
B.B. FacilitationFacilitation
C. Managing Difference Differently
Group Supervision
YellowYellow GreenGreen
BlueBlue RedRed
Group Dynamics and True Colors
I. Self-Management
II. Individual Supervision
III.III. Group Supervision/ Group Supervision/ DynamicsDynamics
A. Administration
B. Facilitation
C.C. Managing Difference Managing Difference DifferentlyDifferently
1. Colors in Leadership
2. Group Color
3. Color Watching
4. Group Dynamics
5. Group Development and Color
Yellow as LeaderI. The ‘traditionalist” leader They emphasize
structure, closure, and order; and adherence to the chain of command. They have a passion for creating rituals or traditions for the group and creating identity and meaning behind the organization.
II. What does yellow look like as a leader?A. Princess Atta, A Bug’s Life
Green as LeaderI. The visionary leader. Authority-independent
with an emphasis on competence, objectivity and geared towards intellectual and independent contributions to the group. They create the blueprint or vision for a group and are quick to develop new strategies as new challenges arise.
II. What does green look like as a leader?A. Flick, A Bug’s Life; Gill, Finding Nemo
Blue as LeaderI. The “catalyst” leader. They are persuasive
and often inspirational, with behavior that emphasizes personal relationships, shared values and group harmony. They focus on individual, personal development.
II. What does blue look like as a leader?A. Woody, A Toy Story
RedI. The “troubleshooter” type of leader, they have
the highest sense of reality. They are negotiators because of this ability. They are action-oriented and adaptable, focusing on practical and hands on behavior that avoids future focus in favor or the more immediate/present problems or options.
II. What does red look like as a leader?A. Crush, Finding Nemo; Dory, Finding Nemo
Some QuestionsI. Self-Management
II. Individual Supervision
III.III. Group Supervision/ Group Supervision/ DynamicsDynamics
A. Administration
B. Facilitation
C.C. Managing Managing Difference Difference DifferentlyDifferently
1.1. Colors in Colors in LeadershipLeadership
2. Group Color
3. Color Watching
4. Group Dynamics
5. Group Development and Color
I. Self-Management
II. Individual Supervision
III.III. Group Supervision/ Group Supervision/ DynamicsDynamics
A. Administration
B. Facilitation
C.C. Managing Difference Managing Difference DifferentlyDifferently
1. Colors in Leadership
2.2. Group ColorGroup Color
3. Color Watching
4. Group Dynamics
5. Group Development and Color
YellowYellow GreenGreen
BlueBlue RedRed
I. Self-Management
II. Individual Supervision
III.III. Group Supervision/ Group Supervision/ DynamicsDynamics
A. Administration
B. Facilitation
C.C. Managing Difference Managing Difference DifferentlyDifferently
1. Colors in Leadership
2. Group Color
3.3. Color WatchingColor Watching
4. Group Dynamics
5. Group Development and Color
Watching for Type
• Yellows– Chain of command– Structure– Order– Decisive– Practical
• Leading Yellows– Give clear answers that
focus on clarity and order. Don’t be wishy-washy. Strive for consistency and timeliness.
• Greens– Problem first, people
second– Logic– Competency– Wordsmiths/Debaters
• Leading Greens– Give constructive
criticism, allow freedom for ideas, give harder assignments
Watching for Type
• Blues– People centered– Subjective– Relationship first, task
or problem second– Want to like/be liked
• Leading Blues– Be likeable, go out of
your way to show you like the people you are working with, actively engage as a human.
• Reds– Active (just do it)– Don’t like lengthy
explanations– Love to laugh/have fun
• Leading Reds– Don’t delay time on
task. Give the tasks and provide as much freedom as possible to get the task done. Stop explaining and start doing and have fun!
Group Development
Group Development
I. Forming
II. Norming
III. Storming
IV. Norming
V. May go back and forth through the model from here.
Forming
•What does this look like in ORL?•Lots of uncertainty as the staff comes together.
–What is it we do?
–Who are you?
–This leads to differing levels of commitment–Communication is low level (favorite movies, etc.)
–Need the HD for direction
• What do we do?• Provide direction (tell
them what to do, training)
• Expectations (help get to norming)
• Goal Setting (this leads to greater commitment by involving the staff)
• Icebreaking (move past the favorite color stage)
Forming
• YellowsYellows: “How will I be a good staff member?”
• GreensGreens: “Why are we doing this in this way?”
• BluesBlues: “Who are you? Who are you? Who am I?”
• RedsReds: “What can I do…right now?!?”
Norming
• What does this look like in ORL?
• Group gains confidence (they know what to do on duty, e.g.)
• Goals are clarified (the whys of what we do – confronting alcohol) are explained
• Interdependent relationships (cliques may form)
• Group achieves goals more effectively (they follow procedures)
• What do we do?• Explain rationales• Open discussion for how
the staff will work consistently
• Provide open times for group to share ideas
• Work towards consensus• Facilitate leadership
opportunities for group members
Norming
• YellowYellow: “Are we stable? How do I contribute? What is my duty?”
• GreensGreens: “Why is this policy enforced like this? What is the rationale? Am I sure of the leadership? Am I good at this?”
• BluesBlues: “Does everyone here understand me? Do I understand where everyone else is coming from? Are we serving who we are supposed to be serving?”
• RedsReds: “What can I do now? This is fun…except when it isn’t….”
Storming•What does this look like in ORL?•Differences over roles and goals•Inconsistency becomes an issue (Blues vs. Yellows; Reds and Greens get fed up)•Uncertain about how to deal with issues because it is more complicated than it was ( a friend is in trouble, e.g.)•Independent cliques have formed, perhaps around “party lines”•Communication issues erupt. Eruption could be an eruption of silence or mediated communication (AIM, Facebook, etc.)
•What do we do?•Confront it head on, without blame.•Team build based on the issues.•Involve group more in decisions. Storming does not equal group failure…it means it is growing.•Define and redefine expectations•Coach members through struggles with each other or you•Seek commonality and point it out.
Storming
• YellowsYellows: “Everybody needs to know their role and get this done in the predetermined, agreed-upon manner. This group is failing.”
• GreensGreens: “Everyone else is incompetent and I can’t be expected to work with these people. This group is sub-par.”
• BluesBlues: “Why can’t we get along?” or “I do everything for everyone else and this is how I am repaid! I miss the group the way it used to be.”
• RedsReds: “What are the issues right now? What’s your beef? What’s your beef? What can we do to fix this now?”
Norming
• What does this look like in ORL?
• Group gains confidence and acts appropriately
• Goals are clarified• Interdependent
relationships (cliques exist but are not polarized)
• Group achieves goals more effectively (programs are co-planned successfully, e.g.)
• What do we do?• Provide open times for
group to share ideas (they are ready to contribute from experience and intelligence)
• Work towards consensus on most issues
• Facilitate leadership opportunities for group members (find new challenges)
Norming
• YellowYellow: “Good. Now that the system is in place and everyone understands their duties, we can get our tasks accomplished. I feel like I belong here.”
• GreensGreens: “This is working for the time being and maybe this group can handle change if it comes up. This is an interesting and challenging place to work.”
• BluesBlues: “I’m glad that we had that bit of misunderstanding because our sense of who we are is stronger and now we all know how to talk to each other. I like these people, I feel like I belong”
• RedsReds: “Well, that’s done. What’s next?
Performing
• What does this look like in ORL?
• Group takes responsibility for self and tasks (accountability)
• Effective leadership from all members
• Group facilitates itself (agenda points may be contributed by the group)
• Group works to benefit the whole team (successful programs are shared)
• What do we do?• Still seek to improve
relationships and work• Celebrate successes• Test for better methods
and processes
Performing
• YellowsYellows: “We are a well-ordered and well-maintained RESIDENCE LIFE MACHINE!!!”
• GreensGreens: “It appears that our goal is clear, our method for achieving the goal is sound, and our communication and readiness for change are intact. I have some ideas for how this could be better, though”
• BluesBlues: “I love you guys…WE DO GREAT WORK!!! Make sure we all KIT”
• RedsReds: “That was fun. What’s next?”
STORMING?!?!??
• Storming is feared for many reasons:– YellowsYellows: Disrupts the chain or flow of the
organization. They are likely to avoid it because instability is bad and it is a reflection of not doing one’s duty.
– GreensGreens: It is non-productive and doesn’t seem like a logical or rational use of group time. However, greens are the most likely to welcome storming and seek to replicate it frequently
– BluesBlues: People could get their feelings hurt and we may cease to be connected as a group. They are likely to avoid it because conflict between people is destroying the reason for the group to exist.
– RedsReds:: It’s a lot of talk…no action…generally no fun. However, Reds may seek to replicate to provide some action or something to do.
STORMING?!?!??
• How to lead colors through it:– YellowsYellows: Remind yellows of their duty to the group.
They will respond to this by being a good “second in command.”
– GreensGreens: Ask the greens for ideas on how to get through the conflict. Also, explain the theory of development. They may not believe it, but use of logical reasoning will help.
– BluesBlues: Explain to the blues that this will strengthen the bonds between people if they can get through it. Ask them to help “bridge the gaps” between people.
– RedsReds: Do team-builders or active initiatives to illustrate the process. Ask them for their perception of reality in the process and what they think needs to happen to “fix” the situation.