Transcript Organizational Effectiveness through Collaboration - WRIPMA-HR

Organizational
Effectiveness through
Collaboration
Cecile Morris and Donna Weeks
2008 Western Region IPMA-HR
Annual Conference
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
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Why Are We Here?
Purpose:
To describe one organization’s approach to
identifying a critical HR need and, through
collaboration with all stakeholders,
addressing it through training
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What Will We Learn?
Objectives
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Identify organizational needs that can be addressed
through training
Collaborate with other HR colleagues and support
staff to develop a comprehensive supervisory training
program
Use proven tools and techniques to design effective
training
Equip your supervisors with the skills and knowledge
necessary for success
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What’s In It for Me?
Benefits:
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A road map for creating your own supervisory
training program
Savings in time, money and effort
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Agenda
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Introductory Remarks
The Context
Design Considerations
Training Design Cycle
The Design Process
The Outcome
Where We Are Today
Next Steps
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Introductions
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Your name?
Your job?
Your organization?
Expectations for
this morning?
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The Context
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Large client base
High visibility public organization
Organizational changes – i.e. HR centralizing
Greater demands on HR– fewer HR professionals to
meet the demand
Several internal organizations noticing similar
problems relating to untrained supervisors
Sense of urgency; lack of resources
Sound familiar?
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What are the potential effects to an
organization of having untrained
first level supervisors?
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Training Design Cycle
1. Identify need &
target audience
2. Analyze
learners
10. Roll out to larger
target audience
9. Revise &
refine the
design
3. Develop
goal,
objectives &
benefits
8.
Evaluate
training
7. Conduct pilot
sessions
6. Prepare
for the
training
5. Identify
measurement
tools
4. Create a
training
outline
Step 1: Identify Need &
Target Audience
The Need: Common & Costly
Mistakes
According to the Auditor’s office, the following “mistakes” have had
costly effects in terms of wasted time, money and lawsuits:
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Lack of clear unit goals and objectives
Poor delegation of work
Lack of training in supervising “difficult” people
Failure to orient staff
Failure to train staff to do their jobs; yet spend an enormous
amount of time correcting errors
Poor hiring practices
Failure to communicate effectively in a multicultural context
Lack of training in ethics
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Target Audience
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Approximately 500-700 supervisors, both
inexperienced and experienced
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Those aspiring to supervision
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Step 2: Analyze Learners
Assumptions
Preferences:
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Practical
Specific tools, techniques & strategies
Access to resources beyond the class
Opportunity to share and interact with others in the
class
Short, modular sessions
Real situations
Low-cost or free
Problem-based
Eager to learn
Access to electronic resources
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Step 3: Develop Goal,
Objectives & Benefits
Program Goal-Objectives-Benefits
Goal:
To develop the foundational skills and knowledge
supervisors need to be successful and effective in
their roles
Objectives:
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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)
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Comply with work-related laws, policies & procedures
Assess your own skills as a supervisor
Benefits:
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Grow as a supervisor
Operate more efficiently & effectively
Build confidence; reduce anxiety
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Step 4: Create a
Training Outline
Assumptions
Preferences:
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Practical
Specific tools, techniques & strategies
Access to resources beyond the class
Opportunity to share and interact with others in the
class
Short, modular sessions
Real situations
Low-cost or free
Problem-based
Eager to learn
Access to electronic resources
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Principles of Adult Learning
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Autonomous and self-directed
Accumulated knowledge and life experiences relevant
to the topic
Goal oriented
Relevancy oriented
Practical
Need to be shown respect
Their experience can be a resource
Established values, beliefs and opinions
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Principles of Adult Learning (Continued)
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Ability to learn is not impaired by age—style and
grace
Relate new knowledge into previous knowledge
Bodies need breaks
Have pride
Deep need to be self-directed
Individual differences among people increase with
age
Problem-centered orientation to learning
Source: Malcolm Knowles
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Learning Styles
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Visual
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Auditory
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Learning by listening
Kinesthetic
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Learning by looking at
images
Learning by
experiencing & learning
Smell and Taste
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Exercise
What’s Your Learning
Style?
The Stakeholders
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Human Resources
Legal Department
Labor Relations
EEO/AA and Title IX
Environment Health & Safety
Risk Management
Internal Audit
The Supervisors
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Supervisory Skills Model
Top
Middle
Supervisory
Technical
Interpersonal
Conceptual
Political
Supervisory Skills
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Adapted from R.L. Katz
Role of an “Ideal” Supervisor
Controller’s Office
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Act as an agent of the organization
Provide a safe work environment
Establish a positive climate within the work unit
Apply policies and work requirements
consistently and fairly
Plan and conduct a successful recruitment
process
Orient new employees to the workplace
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Role of an “Ideal” Supervisor (Continued)
7.
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Train, instruct, and encourage all staff to work
effectively
Plan and maintain time and work schedules
Coordinate the activities of the unit to meet fiscal
goals
Initiate or recommend personnel actions such as
promotions, transfers, pay increases and
discharges
Communicate performance expectations, provide
feedback and conduct performance evaluations
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Role of an “Ideal” Supervisor (Continued)
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Respond to concerns and complaints
Counsel and discipline staff according to
University policy
Promote quality products and services for the
unit
Adjust and improve work processes
Establish a climate that promotes cross-cultural
competency
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Dot Activity:
Role 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.
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Early Design – 2003-2004
DAY 1:
DAY 2:
DAY 3:
AM -- 8:30 – 12:00
AM -- 8:30 – 12:00
AM -- 8:30 – 12:00
Introductory Remarks
Introductory Remarks
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
Recruiting, Orienting & Training Your
Staff
Planning & Conducting a Successful
Recruitment
BREAK
BREAK
Managing Performance + Video
Ethics
Controller’s Office
LUNCH
Slide Show: Our Organizational Context
LUNCH
PM -- 1:00 – 4:00 (Includes a 10-min. break)
PM -- 1:00 – 3:00
BREAK
Supervising in a Union Environment
Organizational Culture Introduction
Open time slot to address current issues,
i.e. “change,” “culture,” governance,” etc.
Understanding Our Organization Chart
3:40 – 4:00
Wrap-up
Making the Transition to Supervisor
Supervisory Skills Self-Assessment
LUNCH
BREAK
PM -- 1:00 – 3:50
Leadership Essentials
Laws, Policies & Compliance
EH&S, Title IX, Risk Management,
EEO/AA, Records Management, Labor
Relations, Audit
-- Panel and Case Studies
Wrap-up
Wrap-up
Key Learnings
Award certificates
Dismiss
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Step 5:
Identify measurement tools
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Measuring Training
Classic Levels
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Level 1:
Level 2:
Level 3:
Level 4:
Reaction
Learning
Behavior
Results
Source: Donald Kirkpatrick
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Steps 6-7
6.
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Prepare for the sessions
Conduct pilot sessions
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Steps 8-10
Evaluate training
9. Revise & refine the design
10. Roll out to larger target audience
8.
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Supervisory Development
Curriculum – 2007-2008
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Introduction to Supervision – 1 day
Situational Leadership – 1 day
Performance Management – 3 half-days
*Recruiting, Orienting & Training Your Staff
*Managing in a Union Environment
*Introduction to Supervising Student
Employees
* Items 4-6 are half-day sessions
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Exercise
The Recruitment Process
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Introduction to Supervision
Foundational Class -- 2008
Morning
Organizational Culture
Welcome and Introductions
Supervising Generations in the
Workplace
About Supervising Here
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Characteristics of Best/Worst
Supervisors
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Case Study – Transition to
Supervisor
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Supervisory Skills Model
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Role of the Supervisor
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Common & Costly Mistakes
Supervisors Make
Slide Show: Organizational
Context
Afternoon
Laws, Policies & Compliance
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Panel of Subject Matter Experts
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Case Studies
Supervisory Skills Self-Assessment
Wrap-up
Case Studies
From Introduction to Supervision
Subject Matter Experts
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Risk Services
EH&S
Title IX
EEO/AA
Labor Relations
Records Management
Ombuds
Disability Resource Management
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Exercise: Laws, Policies
& Compliance
Case Studies
Questions for Small Group
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What are the key issues that need to be addressed in
your case?
If you were the supervisor, what questions would you
need to have answered before you could take any
action?
What laws, regulations, policies and procedures
would guide your decision?
Who would you need to talk with about the situation?
How would you open a conversation with ___?
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Where to Find Resources?
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Go online
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Summary
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To describe one organization’s approach to
identifying a critical HR need and, through
collaboration with all stakeholders, addressing
it through training
Provide you with a process, practical tools &
some strategies for doing something similar in
your own organizations
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