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

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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?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

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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

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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

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IntroductionsIntroductions

Your name?Your name? Your job?Your job? Your organization?Your organization? Expectations for Expectations for

this morning?this morning?

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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?

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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

Step 1: Identify Need & Step 1: Identify Need & Target AudienceTarget Audience

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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

Step 2: Analyze LearnersStep 2: Analyze Learners

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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

Step 3: Develop Goal, Step 3: Develop Goal, Objectives & BenefitsObjectives & Benefits

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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

Step 4: Create a Training Step 4: Create a Training OutlineOutline

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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

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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

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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

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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

Exercise Exercise

What’s Your Learning Style?What’s Your Learning Style?

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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

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Supervisory Skills ModelSupervisory Skills Model

Top

Middle

Supervisory

Technical Interpersonal Conceptual Political

Supervisory Skills

Adapted from R.L. Katz

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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

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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

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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

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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.

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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

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Step 5:

Identify measurement toolsIdentify measurement tools

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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

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6.6. Prepare for the sessionsPrepare for the sessions

7.7. Conduct pilot sessionsConduct pilot sessions

Steps 6-7

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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

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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

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ExerciseExercise

The Recruitment ProcessThe Recruitment Process

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

Case StudiesCase Studies

From Introduction to SupervisionFrom Introduction to Supervision

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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

Exercise: Laws, Policies Exercise: Laws, Policies & Compliance& Compliance

Case StudiesCase Studies

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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 ___?

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Where to Find Resources?Where to Find Resources?

Go onlineGo online

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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