PBS 201 Doing Business the PBS Way Skill

PBS 201 Doing Business the PBS Way

Skill Set

Universal Language • Find the language that communicates where you are going. • Language is visible and obvious • What does your language say about your organization?

We must provide an environment that is healthy enough for a life to happen. (Dan Berkowitz)

Good Enough for Me? GEM (Pomeranz) Treat everyone as though they are who they wish they could be. (Ghandi)

Strength Based Language • Understand (behavior is always a message) Reframe Squeeze Taking a negative behavior and reframing it in a positive way. Best way to help someone change a behavior is to first understand the reasons behind the behavior.

Positive, Hope, and Strength Based Reframe • Understand the meaning behind the actions – Manipulative – Obnoxious – Not motivated/Lazy – Always looking for Attention – Stubborn – Lies • Reframing Exercise

Crucial Communication • • • What is crucial communication? Why have it? When should it happen? How does it happen? Tips and common language

Holding Crucial Communications • • Accountability and Communication Create a supportive environment Develop Mutual Purpose Mutual Respect

Styles of Communication Passive Style • Withhold information • Avoiding • Masking feelings – Sarcasm – Sugar coating • Withdrawing Aggressive Style • Dominating the conversation • Forcing • Cutting others off • Overstating or embellishing • Speaking in absolutes • Labeling others as insignificant • Snide comments • Threatening • Belittling

Supportive Environment • Look in the mirror • Understand your own style when under stress • Separate the person from the problem • Give the person you are addressing the opportunity to have the conversation later • The Four Agreements 1. 2. 3. 4. Be impeccable with your word Don’t take anything personally Don’t make assumptions Always do your best

Ground Rules for Success • Address the person you have a conflict with directly – not through someone else • Wait until everyone is calm • Know your role – listener or speaker • Validate what you hear when you are the listener • When speaking, speak only for yourself – not others

Understand your stories • Each individual may perceive the same information differently based on their own experiences • Our actions and reactions are based on these perceptions • Understand the path to action

Path to action See/Hear Tell a Story Feel Act

Using I Messages • It allows defenses to be lowered • It allows for communication of those essential feelings • Opens the door to more effective communication

The formula for I messages: When _____ happens, I feel _____ because ______. What I want or need is ______. An example: When you are late for work, I feel disrespected because I had to stay late. What I would ask is that you be on time for work, and that you call me if your are going to be late. Write it down the first couple times!

Summary • Effective management of conflict results in: 1. 2. 3. 4. 5. 6. Constructive airing of differences Opportunities to develop creative solutions in a way that truly engages people Creates an opportunity for adaptive change Increases the likelihood of cooperation Increases levels of trust, personal safety and leads to respect for all Leads further to a culture of trust, accountability and transparency

Exercise • What is your style of communication? – Normally? – Under stress? • What crucial communication needs to happen in your organization? • Who does this communication need to be with?

Coaching

Best Practices already occur in your organization! Assure that those Best Practices are pervasive and constant!

It’s Your Choice Pay me now or pay me later. How are you investing your time? Oil FR AM

Coaching Motto Don’t blame them! Train them! How many times do I have to tell you? Let Sue dress herself!!

Why I Avoid Coaching • Excuses why supervisors/clinicians don’t coach: #1 Staff say that I make them nervous standing over them #2 With all my other responsibilities I have no time to coach #3 I feel like I am intruding on the privacy of the consumers #4 The staff never do what I tell them anyway #5 I’m concerned about offending the staff if I tell them - ‘this is how you should be doing this or that’ #6 I’m here all the time - I know what’s going on #7 WHAT’S YOURS?

Office (ôf'is) 1. A place where supervisory and professional staff hide.

Coaching Strategies Prompt Model Support Celebrate

Coaching Strategies Prompt

Prompt Strategies Prompt: To suggest or encourage a desired response through verbal or physical cueing.

Prompt • Ask “Is there any other way…? ” • Provide a glance • Gesture • Ask “What do you think we should do? ”

Coaching Strategies Prompt Model

Model Strategies Model: Someone or something (worthy of imitation), set before an individual for guidance or imitation – “walk the talk!”

Model • Show people how you want them to act • Set an example by the way you interact with others • Don’t just talk the talk – walk the walk

Coaching Strategies Prompt Model Support

Support Strategies Support: To promote and advocate the interests of an individual by providing materials and equipment and/or removing administrative barriers and obstacles. “Jim, let’s check out that electric wheelchair so you can go to the store by yourself. ”

Support • Provide resources • Remove perceived administrative barriers • Listen • Provide emotional support

Coaching Strategies Prompt Model Support Celebrate

Celebration Strategies Celebration: To stimulate through acknowledgement or recognition; to encourage the heart and delight in another’s achievement.

Celebrate • Thank people for doing well • Show appreciation in concrete and public ways

Show Appreciation Celebrate the efforts of staff by providing: A simple verbal “job well done” A certificate for “going above & beyond” Special recognition in the agency’s newsletter A letter of commendation for their personnel file An informal thank you note

Oreo Cookie When coaching defensive or passive-aggressive staff, coach them by sharing: • A positive comment • Issue of concern • A positive comment This strategy is disarming

Use Humor The use of humor in coaching: increases retention – memorable enhances the learner’s receptivity makes coaching fun The CIA will be here in one hour to dust for fingerprints. Hopefully they will not find your fingerprints on anything. If what we say is not memorable – it won’t be remembered.

Trans-Generational

Employees Don’t Employees don’t leave their jobs – they leave their supervisors. Don’t forget who’s the boss!

The Boss “So what did the boss have to say? ”

Pass It On The sensitivity demonstrated by supervisors is the primary factor influencing the quality of the relationship between support staff and the individuals they support. What type of “emotional climate” are you creating by your behavior?

Collegial Support The presence of supervisors, managers and clinicians as coaches helps nurture a collegial environment, a team spirit. Such an environment is one of TRUST, where staff can count on each other to provide support when needed.

Onsite Coaching Strategies Have a presence Make coaching a scheduled event The schedule of managers/supervisors and clinicians is dictated by the training needs of staff and the clinical needs of those supported: - develop your work schedule, so your personal life comes first - The number of hours worked does not determine your effectiveness – it’s when you work them!

Coaching-Remember As a supervisor, manager or leader, you are always coaching and you can’t avoid being closely watched.

Exercise • How does your agency currently use coaching? • What coaching training do you currently provide your supervisors? • How do you reinforce/sustain coaching? • How do you currently coach? • What do you need to do to build your coaching style?

Team Building • Exercise

Team Building • Ownership at all levels • Teams should be empowered, and understand what they are responsible for • Role Clarification • Work Style, and success defined by Team • Members accountable to each other for achieving goals and team performance.

Types of Teams Know what type of team you have 5 Types of teams (Geery Howe; Vision to Action) 1. Learning or Study Teams: exploring a problem and looking for many solutions. Teacher as leader. 2. Just Do It teams: Have a specific goal and are disbanded once it is accomplished. Needs an empowered team leader 3. Extended Action Teams: Complex problem or problems over course of work. Needs structure, empowered leader, and a sponsor to advocate at the senior level. 4. Linear Teams: Performs routine tasks over time. Needs clear roles and expectations 5. Parallel Teams: Similar definition of purpose and problem. Needs common language, empowered members, and strong communication between teams

Team Pitfalls According to Patrick Lencioni the Five Dysfunctions of a Team are 1) Absence of Trust 2) Fear of Conflict 3) Lack of Commitment 4) Avoidance of Accountability 5) Inattention to Results

Be aware of where your team is. To function well, teams must: • Trust enough to be vulnerable and share openly • Overcome artificial harmony and say what they really think. • Commit to the team and its purpose • Hold high standards and not accept less • Understand what results are desired and track progress • Set aside Ego and Status for Team outcomes

Building Trust • Find ways for team members to have shared experiences • Build understanding of the attributes of each team member • Help members get to know each other • Help teams build a common language • Multiple experiences of credibility and accountability • Leader demonstrate vulnerability first

Delegation

Assumptions we make • We assume the person being delegated to knows what the problem is (what needs to happen). This may NOT be the case. • We assume the person can break down the task in the steps that it needs to happen. This may NOT be the case. • We assume they have the positional power to make it occur. This is often NOT the case. • We assume they know how to measure their progress. This is also usually NOT the case. • We assume they know the difference it will make when done successfully… are we seeing a theme?

What the leader needs to do • Know what the goals are with regard to what is being delegated • Know what the strengths are of the person you are delegating to • Know what role the person has with regard to impacting change – do they have positional power or informal power to make it happen? • Communicate the difference it will make – give them the vision

Levels of Delegation • Level 1 – the leader is giving direct control to the person they are delegating to, to do what is needed to get it done • Level 2 – the leader is giving authority to only change certain things (imperative that this is identified at the time of delegation) • Level 3 – the leader is giving authority only to think about the problem and develop ideas to address, but NOT to take action (again, imperative that this is identified at the time of delegation)