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Cecile Morris and Donna WeeksCecile Morris and Donna Weeks
2008 Western Region IPMA-HR 2008 Western Region IPMA-HR Annual ConferenceAnnual Conference
Organizational Effectiveness through
Collaboration
22
Why Are We Here?
“Recent research forecasts an ongoing convergence of training and human
resources operations, all coalescing into a broader talent management function. It’s integration; it’s a holistic approach; it’s
synergy.”
Tim Sosbe, “Synergizing HR and Training,” T&D, June 2007
33
Why Are We Here?Why Are We Here?
Purpose:Purpose:To describe one organization’s approach to To describe one organization’s approach to identifying a critical HR need and, through identifying a critical HR need and, through collaboration with all stakeholders, collaboration with all stakeholders, addressing it through trainingaddressing it through training
44
What Will We Learn?What Will We Learn?
Objectives Objectives Identify organizational needs that can be addressed Identify organizational needs that can be addressed
through trainingthrough training Collaborate with other HR colleagues and support Collaborate with other HR colleagues and support
staff to develop a comprehensive supervisory training staff to develop a comprehensive supervisory training program program
Use proven tools and techniques to design effective Use proven tools and techniques to design effective training training
Equip your supervisors with the skills and knowledge Equip your supervisors with the skills and knowledge necessary for success necessary for success
55
What’s In It for Me?What’s In It for Me?
Benefits:Benefits:
A road map for creating your own supervisory A road map for creating your own supervisory training programtraining program
Savings in time, money and effortSavings in time, money and effort
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AgendaAgenda
Introductory RemarksIntroductory Remarks The ContextThe Context Design ConsiderationsDesign Considerations Training Design CycleTraining Design Cycle The Design ProcessThe Design Process The OutcomeThe Outcome Where We Are TodayWhere We Are Today Next StepsNext Steps
77
IntroductionsIntroductions
Your name?Your name? Your job?Your job? Your organization?Your organization? Expectations for Expectations for
this morning?this morning?
88
The ContextThe Context
Large client baseLarge client base High visibility public organizationHigh visibility public organization Organizational changes – i.e. HR centralizingOrganizational changes – i.e. HR centralizing Greater demands on HR– fewer HR professionals to Greater demands on HR– fewer HR professionals to
meet the demandmeet the demand Several internal organizations noticing similar Several internal organizations noticing similar
problems relating to untrained supervisorsproblems relating to untrained supervisors Sense of urgency; lack of resourcesSense of urgency; lack of resources
Sound familiar?Sound familiar?
99
What are the potential effects to an What are the potential effects to an organization of having untrained organization of having untrained first level supervisors?first level supervisors?
Training Design CycleTraining Design Cycle
1. Identify need & target audience
2. Analyze learners
3. Develop goal, objectives & benefits
7. Conduct pilot sessions
4. Create a training outline
5. Identify measurement tools
6. Prepare for the training
10. Roll out to larger target audience
9. Revise & refine the design
8. Evaluate training
1212
The Need: Common & Costly The Need: Common & Costly MistakesMistakes
According to the Auditor’s office, the following “mistakes” have had According to the Auditor’s office, the following “mistakes” have had costly effects in terms of wasted time, money and lawsuits:costly effects in terms of wasted time, money and lawsuits:
Lack of clear unit goals and objectivesLack of clear unit goals and objectives Poor delegation of workPoor delegation of work Lack of training in supervising “difficult” peopleLack of training in supervising “difficult” people Failure to orient staffFailure to orient staff Failure to train staff to do their jobs; yet spend an enormous Failure to train staff to do their jobs; yet spend an enormous
amount of time correcting errorsamount of time correcting errors Poor hiring practicesPoor hiring practices Failure to communicate effectively in a multicultural contextFailure to communicate effectively in a multicultural context Lack of training in ethicsLack of training in ethics
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Target AudienceTarget Audience
Approximately 500-700 supervisors, both Approximately 500-700 supervisors, both inexperienced and experienced inexperienced and experienced
Those aspiring to supervisionThose aspiring to supervision
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AssumptionsAssumptions
Preferences:Preferences: PracticalPractical Specific tools, techniques & strategiesSpecific tools, techniques & strategies Access to resources beyond the classAccess to resources beyond the class Opportunity to share and interact with others in the Opportunity to share and interact with others in the
classclass Short, modular sessionsShort, modular sessions Real situationsReal situations Low-cost or freeLow-cost or free Problem-basedProblem-based Eager to learnEager to learn Access to electronic resourcesAccess to electronic resources
1717
Program Goal-Objectives-BenefitsProgram Goal-Objectives-Benefits
Goal:To develop the foundational skills and knowledge supervisors need to be successful and effective in their roles
Objectives: Know the full scope of your roles and responsibilities
within the organization Communicate the organization’s unique culture to
your staff Identify key resources that can help you do your job
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Objectives (Continued)Objectives (Continued) Comply with work-related laws, policies & procedures Comply with work-related laws, policies & procedures Assess your own skills as a supervisorAssess your own skills as a supervisor
Benefits:Benefits: Grow as a supervisorGrow as a supervisor Operate more efficiently & effectivelyOperate more efficiently & effectively Build confidence; reduce anxietyBuild confidence; reduce anxiety
2020
AssumptionsAssumptions
Preferences:Preferences: PracticalPractical Specific tools, techniques & strategiesSpecific tools, techniques & strategies Access to resources beyond the classAccess to resources beyond the class Opportunity to share and interact with others in the Opportunity to share and interact with others in the
classclass Short, modular sessionsShort, modular sessions Real situationsReal situations Low-cost or freeLow-cost or free Problem-basedProblem-based Eager to learnEager to learn Access to electronic resourcesAccess to electronic resources
2121
Principles of Adult LearningPrinciples of Adult Learning
Autonomous and self-directedAutonomous and self-directed Accumulated knowledge and life experiences Accumulated knowledge and life experiences
relevant to the topicrelevant to the topic Goal orientedGoal oriented Relevancy orientedRelevancy oriented PracticalPractical Need to be shown respectNeed to be shown respect Their experience can be a resourceTheir experience can be a resource Established values, beliefs and opinionsEstablished values, beliefs and opinions
2222
Principles of Adult Learning (Continued)Principles of Adult Learning (Continued)
Ability to learn is not impaired by age—style and Ability to learn is not impaired by age—style and gracegrace
Relate new knowledge into previous knowledgeRelate new knowledge into previous knowledge Bodies need breaksBodies need breaks Have prideHave pride Deep need to be self-directedDeep need to be self-directed Individual differences among people increase with Individual differences among people increase with
ageage Problem-centered orientation to learning Problem-centered orientation to learning
Source: Malcolm KnowlesSource: Malcolm Knowles
2323
Learning StylesLearning Styles
VisualVisual Learning by looking at Learning by looking at
imagesimages AuditoryAuditory
Learning by listeningLearning by listening KinestheticKinesthetic
Learning by Learning by experiencing & learningexperiencing & learning
Smell and TasteSmell and Taste
2525
The StakeholdersThe Stakeholders
Human ResourcesHuman Resources Legal DepartmentLegal Department Labor RelationsLabor Relations EEO/AA and Title IXEEO/AA and Title IX Environment Health & SafetyEnvironment Health & Safety Risk ManagementRisk Management Internal AuditInternal Audit The Supervisors The Supervisors
2626
Supervisory Skills ModelSupervisory Skills Model
Top
Middle
Supervisory
Technical Interpersonal Conceptual Political
Supervisory Skills
Adapted from R.L. Katz
2727
Role of an “Ideal” SupervisorRole of an “Ideal” SupervisorController’s OfficeController’s Office
1.1. Act as an agent of the organizationAct as an agent of the organization
2.2. Provide a safe work environmentProvide a safe work environment
3.3. Establish a positive climate within the work unitEstablish a positive climate within the work unit
4.4. Apply policies and work requirements Apply policies and work requirements consistently and fairlyconsistently and fairly
5.5. Plan and conduct a successful recruitment Plan and conduct a successful recruitment processprocess
6.6. Orient new employees to the workplaceOrient new employees to the workplace
2828
Role of an “Ideal” Supervisor (Continued)Role of an “Ideal” Supervisor (Continued)
7.7. Train, instruct, and encourage all staff to work Train, instruct, and encourage all staff to work effectivelyeffectively
8.8. Plan and maintain time and work schedulesPlan and maintain time and work schedules9.9. Coordinate the activities of the unit to meet fiscal Coordinate the activities of the unit to meet fiscal
goalsgoals10.10. Initiate or recommend personnel actions such as Initiate or recommend personnel actions such as
promotions, transfers, pay increases and promotions, transfers, pay increases and dischargesdischarges
11.11. Communicate performance expectations, provide Communicate performance expectations, provide feedback and conduct performance evaluationsfeedback and conduct performance evaluations
2929
Role of an “Ideal” Supervisor (Continued)Role of an “Ideal” Supervisor (Continued)
12.12. Respond to concerns and complaintsRespond to concerns and complaints
13.13. Counsel and discipline staff according to Counsel and discipline staff according to University policyUniversity policy
14.14. Promote quality products and services for the Promote quality products and services for the unitunit
15.15. Adjust and improve work processesAdjust and improve work processes
16.16. Establish a climate that promotes cross-cultural Establish a climate that promotes cross-cultural competencycompetency
3030
Dot Activity: Dot Activity: Role of an Ideal SupervisorRole of an Ideal Supervisor
Three Red Dots; Three Blue Dots
Directions:
1. Review the list of “Role(s) of an Ideal Supervisor.”
2. Select 3 items that you most commonly encounter on a daily basis. Use red dots to indicate your choices in Column 3.
3. Select 3 items that you would like to do better. Use blue dots to indicate your choices in Column 1.
3131
Early Design – 2003-2004Early Design – 2003-2004DAY 1:
AM -- 8:30 – 12:00
Introductory Remarks
About Supervising -- Exercise: Best/Worst Supervisor -- Transition to Supervisor: Case Study-- Supervisory Skills Model -- What Is A Supervisor? -- Supervising in This Organization – The Big Picture
Slide Show: Our Organizational Context
BREAK
Organizational Culture Introduction
Open time slot to address current issues,i.e. “change,” “culture,” governance,” etc.
LUNCH
PM -- 1:00 – 3:50
Laws, Policies & ComplianceEH&S, Title IX, Risk Management,EEO/AA, Records Management, LaborRelations, Audit
-- Panel and Case Studies
Wrap-up
DAY 2:
AM -- 8:30 – 12:00
Introductory Remarks
Recruiting, Orienting & Training YourStaff
BREAK
Managing Performance + Video
LUNCH
PM -- 1:00 – 4:00 (Includes a 10-min. break)
Supervising in a Union Environment
3:40 – 4:00Wrap-up
DAY 3:
AM -- 8:30 – 12:00
Introductory Remarks
Planning & Conducting a SuccessfulRecruitment
BREAK
EthicsController’s Office
LUNCH
PM -- 1:00 – 3:00
Understanding Our Organization Chart
Making the Transition to Supervisor
Supervisory Skills Self-Assessment
BREAK
Leadership Essentials
Wrap-upKey LearningsAward certificatesDismiss
3333
Measuring TrainingMeasuring Training
Classic LevelsClassic Levels
Level 1: ReactionLevel 1: Reaction Level 2: LearningLevel 2: Learning Level 3: BehaviorLevel 3: Behavior Level 4: ResultsLevel 4: Results
Source: Donald KirkpatrickSource: Donald Kirkpatrick
3434
6.6. Prepare for the sessionsPrepare for the sessions
7.7. Conduct pilot sessionsConduct pilot sessions
Steps 6-7
3535
8.8. Evaluate trainingEvaluate training
9.9. Revise & refine the designRevise & refine the design
10.10. Roll out to larger target audienceRoll out to larger target audience
Steps 8-10
3636
Supervisory Development Supervisory Development Curriculum – 2007-2008Curriculum – 2007-2008
1.1. Introduction to Supervision – 1 dayIntroduction to Supervision – 1 day2.2. Situational Leadership – 1 daySituational Leadership – 1 day3.3. Performance Management – 3 half-daysPerformance Management – 3 half-days4.4. *Recruiting, Orienting & Training Your Staff*Recruiting, Orienting & Training Your Staff5.5. *Managing in a Union Environment*Managing in a Union Environment6.6. *Introduction to Supervising Student *Introduction to Supervising Student
EmployeesEmployees
* Items 4-6 are half-day sessions* Items 4-6 are half-day sessions
Introduction to SupervisionIntroduction to SupervisionFoundational Class -- 2008Foundational Class -- 2008
MorningMorning
Welcome and IntroductionsWelcome and Introductions
About Supervising Here About Supervising Here Characteristics of Best/Worst Characteristics of Best/Worst
SupervisorsSupervisors Case Study – Transition to Case Study – Transition to
SupervisorSupervisor Supervisory Skills ModelSupervisory Skills Model Role of the SupervisorRole of the Supervisor Common & Costly Mistakes Common & Costly Mistakes
Supervisors MakeSupervisors Make
Slide Show: Organizational Slide Show: Organizational ContextContext
Organizational CultureOrganizational Culture
Supervising Generations in the Supervising Generations in the WorkplaceWorkplace
AfternoonAfternoon
Laws, Policies & ComplianceLaws, Policies & Compliance Panel of Subject Matter ExpertsPanel of Subject Matter Experts Case StudiesCase Studies
Supervisory Skills Self-AssessmentSupervisory Skills Self-Assessment
Wrap-upWrap-up
4040
Subject Matter ExpertsSubject Matter Experts
Risk ServicesRisk Services EH&SEH&S Title IX Title IX EEO/AAEEO/AA Labor RelationsLabor Relations Records ManagementRecords Management OmbudsOmbuds Disability Resource ManagementDisability Resource Management
4242
Questions for Small GroupQuestions for Small Group
What are the key issues that need to be addressed in What are the key issues that need to be addressed in your case?your case?
If you were the supervisor, what questions would you If you were the supervisor, what questions would you need to have answered before you could take any need to have answered before you could take any action?action?
What laws, regulations, policies and procedures What laws, regulations, policies and procedures would guide your decision? would guide your decision?
Who would you need to talk with about the situation? Who would you need to talk with about the situation?
How would you open a conversation with ___? How would you open a conversation with ___?
4444
SummarySummary
To describe one organization’s approach to To describe one organization’s approach to identifying a critical HR need and, through identifying a critical HR need and, through collaboration with all stakeholders, addressing collaboration with all stakeholders, addressing it through trainingit through training
Provide you with a process, practical tools & Provide you with a process, practical tools & some strategies for doing something similar in some strategies for doing something similar in your own organizations your own organizations