people management skills program - heti.nsw.gov.au€¦ · people management skills program day one...

PEOPLE MANAGEMENT SKILLS PROGRAM

DAY ONE

WELCOME AND INTRODUCTIONS

SESSION 1

ACKNOWLEDGEMENT OF COUNTRY

ACKNOWLEDGEMENT OF CARERS

3

HOUSEKEEPING

• Location of toilets

• Meal breaks

• Fire / emergency exits

• Mobile phones

4

5

PMSP BLENDED COURSE

6

LEARNING OUTCOMES

By the end of the program, participants will be able to:

• Demonstrate skills to coach and mentor

• Successfully manage change in line with the organisation’s values

• Exemplify advanced communication skills and effectively build relationships to initiate and undertake

critical conversations

• Apply conflict resolution skills to reach a mutually acceptable solution

• Formulate strategies to influence and negotiate in the health context

• Prepare, present and facilitate an idea for change

• Apply the principles of emotional intelligence to effectively lead and build teams

7

WORKSHOP FOCUS AND OUTCOMES

• Practical hands-on activities and application of the eight core skills

• Network and share knowledge with other managers

• Opportunity for peer feedback and support

• Feedback on proposed workplace action plan

• Understanding the expectations and the process for Phases 3-5 of the People Management Skills

Program

8

FACILITATOR AND HETI EXPECTATIONS

Managers are at all times expected to display the NSW Health CORE values of:

CORE VALUESCOLLABORATION

OPENNESS

RESPECT

EMPOWERMENT

9

THE PROGRAM

To maximize your time and enhance your learning throughout the program:

• Self-review and reflect on your practices as a manager

• Apply best practice by trying out new behaviours and skills

• Integrate new skills and behaviours into your workplace

• Actively seek feedback and support from fellow participants, senior staff and peers

• Develop strategies to build your managerial capabilities

• Complete the workplace action plan to enhance your workplace and team’s effectiveness

10

COURSEWORK GUIDE (DOWNLOAD)

COMPONENTS

Online Learning Presentation

My Health Learning Final half-day workshop

Face-to-face workshop Survey

Workplace action plan Consent

Prepare and plan Course Support

Finalise and implement final

reportCertificate of Completion

APPENDIX

Appendix A: Learning Pathway Access and

File Upload

Appendix B: Final Report Template

Appendix C: Final Report Examples

Appendix D: FAQs for Participants

11

WORKPLACE ACTION PLAN

• A workplace action plan is a set of steps or activities to achieve a workplace goal

• The goal needs to address an area you have identified that needs improvement in your

organisation, team or in an individual’s performance

• Your workplace action plan will improve some aspect of your team and your workplace

as well as provide an opportunity for you to develop your people management skills

12

WORKPLACE ACTION PLAN EXAMPLES

Team culture change

• Facilitating agreement on individual team member responsibility and expected behaviour for improved relationships and outcomes

Education or training

• Developing an educational support system for staff in response to an identified need

Implementing processes for improvements

• Implementing and improving discharge processes for increased productivity and patient care

Improving communication

• Improving communication during clinical handover

13

THE FINAL REPORT

• Develop a Final Report based on your workplace action plan, identifying results and outcomes

achieved:

- Download and complete the Final Report Template

- Upload a manager signed copy to My Health Learning

- Coursework Guide includes the steps to upload and examples of other Final Reports

- Final Report must be completed individually

14

THE FINAL REPORT

• Overview of workplace action plan aims and objectives

• Identified improvement in team outcome(s)

• What was happening and why

• Strategies implemented to improve team capacity and/or outcomes

• Identify the Core People Management Skills used in your workplace action plan and link to the

strategies implemented

• Identify any improvements to workplace culture and team functioning

• Identify challenges and (potential/achieved) solutions

• Include a review of proposed, personal development and team development

15

VERIFICATION OF WORKPLACE IMPLEMENTATION

16

THE PRESENTATION

• Create a graphical representation of the Final Report and upload to MHL

• Examples are available in the Coursework Guide

• At the half-day workshop present the graphical representation of the workplace action

plan to the group

• 10 minutes in duration and be prepared to answer questions from your audience!

17

SESSION PLAN: DAY ONE

TIME CONTENT

8:30am - 9:15am Session 1: Welcome and Introductions

9:15am -10:30amSession 2: Setting The Scene and Getting To Know Each Other

Session 3: Managing And Leading

10:30am - 10:50am Morning tea break

10:50am - 12:30pmSession 4: Knowing Your Team and Their Communication Styles

Session 5: Team Development

12:30pm - 1:15pm Lunch break

1:15pm - 3:00pm Session 6: Proactive Support Of Staff and Moving Things Forward

3:00pm - 3:15pm Afternoon tea break

3:15pm - 5:00pm Session 7: Workplace Action Plan Discussion

5:00pm Close18

SETTING THE SCENE AND GETTING TO KNOW EACH OTHER

SESSION 2

INTERVIEW AND COLLEAGUE INTRODUCTION

Interview your colleague and gain the following information:

• Name

• Role

• Service

• Size of team/management responsibilities

• Something of interest about them.

Present this information to the larger group

20

STRUCTURE CHARTDiv Manager

Service Manager

Home Assess

Team Leader

ACAT

Project Lead

Comm. Options

Team Leader

Service Admin

Co-OrdACAT

Assessor

ACAT

Assessor

ACAT

Assessor

ACAT

Assessor

Admin Caseworker Caseworker

OT

OT

OT

OT Asst.

ME

21

HOW THE TEAM / SERVICE REALLY OPERATES

22

MANAGING AND LEADING

SESSION 3

MANAGEMENT AND LEADERSHIPIn running my team: A B

I focus on the present the future

I’m more concerned about stability change

I concentrate on the short term the long term

To get my work done, I use instruction inspiration

My goals are based on immediate necessity my vision of the future

I always ask for the how the why

My position is based on authority charisma

When dealing with others, I tend to control empower

My communication is characterised by complexity simplicity

In decision making, I usually resort to logic intuition

Primary concerns are corporate social and corporate

24

MANAGEMENT AND LEADERSHIP

• What is management?

• What is leadership?

25

TEAM FUNCTIONING AND THE ROLE OF THE MANAGER

Manager as

Team Leader

Manager

as Coach

Manager as Supervisor

(Traditional)

26

CORE SKILLS

CORE SKILLS

Leading and

building teams

Coaching

and mentoring

Critical

conversations

Managing

change

Effective

communication

and relationship

building

Conflict

resolution

Influencing and

negotiation

Presentation and

facilitation

27

Technical

skills

People skills

Conceptual

skills

Technical

skills

Conceptual

skills

People skills

Technical

skills

Conceptual

skills

People skills

Technical

skills

Conceptual

skills

People skills

Team member Supervisor Manager Senior Manager

Adapted from: Stoner, Yetton, Craig & Johnson, 199428

KNOWING YOUR TEAM AND THEIR BEHAVIOURAL STYLES

SESSION 4

THE DISC MODEL

•Steadiness•Compliance

•Influence •Dominance

D I

SC

Outgoing

Reserved

People OrientatedTask Orientated

1 2

3 4

30

BEHAVIOURAL STRENGTHS AND WEAKNESSES

In your group, determine:

• What your five strengths are due to your DiSC profile

• What your five weaknesses are due to your DiSC profile (this maybe how others perceive you)

• How you like to communicate with other people

• How you prefer other people communicate with you

31

DIRECT (DOMINANCE)

STRENGTHS CHALLENGES

Take charge

Decisive

Efficient

Determined

Results focused

Autocratic

Impatient

Insensitive

Controlling

Poor listener

Reactive

32

INFLUENCING (INFLUENCE)


Stimulating

Enthusiastic

Risk taker

Driver

Innovative

Big Picture

Manipulative

Poor follow-up

Ego driven

Undisciplined

Overlooks details

Can take excess risks

33

CONSCIENTIOUS (COMPLIANCE)


Thorough

Serious

Organised

Detailed

Rational

Indecisive

Aloof - unsociable

Critical

Avoids Issues

Too much detail

34

STABILISING (STEADINESS)


Team player

Good listener

Relationship oriented

Friendly

Conscientious

Too agreeable

Avoid conflict

Not demanding enough

Over committed

Perfectionist

35

COMMUNICATION STYLES

36

37

38

39

STRESS SOURCES SIGNS OF STRESS RELIEVING THE STRESS

• Inability to achieve goals

• Losing decision making power

• Losing power or authority

• Not being able to influence what

happens

• Losing position

• Inability to make independent

decisions

• Becomes aggressive and

pressuring with short-term goals

• Pressuring people

• Focuses on immediate results and

action

• Becomes impatient

• Changes things hastily

• Becomes irritated, blunt, stubborn,

inflexible and demanding

• Let them function independently

• Let them contribute

• Give responsibility

SIGNS OF STRESS: DIRECT

40


• Losing peoples’ attention

• Routine

• Not being involved

• Strict rules, inflexibility

• Silence

• Becomes overly concerned with

relationships

• Talks a lot

• Seeks attention from everywhere

• Is too interested in other peoples’

attention

• Has strong opinions that are

defended emotionally

• Give possibility to move, travel,

meet people

• Do not force to save face

• Move closer

• Praise

SIGNS OF STRESS: INFLUENCING

41


• Sudden changes

• Insecurity

• Unstable environment

• Possible future problems

• Injustice

• Becomes overly cautious

• Wants to retain current situation

• Attacks aggressively when

attempting to change things

• Bases everything on fairness and

avoiding risks

• Takes distance and opposes

everything

• Becomes difficult to approach and

stubborn

• Create a predictable environment

• Involve in planning

• Create a familiar and safe

environment

• Talk and explain a lot

• Show that you care

SIGNS OF STRESS: STABILISING

42


• Lack of information

• Unclear about own role and position

• Conflict

• Chaos

• Not being able to control what one

is supposed to control

• Having to show weakness in

emotions

• Questions everything

• Becomes overly considerate and

interested in cause-effect

relationships

• Trust only facts, and doubts even

them

• Is afraid for the worst

• Withdraws oneself, becomes aloof

• Give information

• Avoid public loss of face

• Make the instructions and rules as

clear as possible

• Don’t push to decisions

SIGNS OF STRESS: CONSCIENTIOUS

43

TEAM DEVELOPMENT

SESSION 5

“Coming together is a beginning. Keeping together is progress. Working together is success.”

- HENRY FORD

45

TEAMS AND HIGH PERFORMING TEAMS

• What is a team?

• What are the characteristics of a high performing team?

46

TEAM DEVELOPMENT

Team Development Stages

• Forming

• Storming

• Norming

• Performing

• Adjourning

Adapted from Tuckman, B.W. & Jensen, M.A. 1977, ‘Stages in small group development revisited.’ Group and Organisation Studies, vol. 2, no. 4, pp. 419-427.

47

TEAM DEVELOPMENT

Characterised by:

• Group is not yet a team, but rather a set of individuals

Behaviours

• Concern about inclusion, belonging, rejection, acceptance

• Polite, cautious, avoids conflict

Forming

48

TEAM DEVELOPMENT

Characterised by:

• Group is not yet a team, but rather a set of individuals

Management Tasks

• Set goals and objectives

• Set ground rules

• Identify leadership needs

Forming

• Role clarification

• Learning about one another

• Team building

49

TEAM DEVELOPMENT

Characterised by:

• Individuals and ideas are challenged

• Many personal agendas are revealed

Behaviours

• Struggles, criticism, power, authority, competition

• Polarised arguments

• Team members taking sides

• Positive conflict leading to new ideas and directions

Storming

50

TEAM DEVELOPMENT

Characterised by:

• Individuals and ideas are challenged

• Many personal agendas are revealed

Management Tasks

• Recognition of individual input into team

• Feedback and build trust

• Encourage team spirit and sharing of ideas

• Establish norms that support communication from different points of view

Storming

• Discuss how the team will make decisions

• Facilitate conflict resolution

51

TEAM DEVELOPMENT

Characterised by:

• Team establishes norms and practices

Behaviours

• Working together

• Sharing responsibility and information

• Cohesion, joking

• Social interaction and team spirit

Norming

52

TEAM DEVELOPMENT

Characterised by:

• Team establishes norms and practices

Management Tasks

• Delegate tasks

• Appreciate the bigger picture

• Involve in decision making and conflict management

• Talk openly about issues and team member concerns

Norming

• Positive feedback

• Develop and support (coaching)

• Share leadership role

• Begin to raise the bar

53

TEAM DEVELOPMENT

Characterised by:

• High level of commitment, motivation and trust

Behaviours

• Questioning of traditional ways of thinking

• Recognition of individual contributions

• Adaptable to change, give support

• Agree to disagree

Performing

54

TEAM DEVELOPMENT

Characterised by:

• High level of commitment, motivation and trust

Management Tasks

• Jointly set goals that are challenging to all team members

• Encourage questioning the norm

• Developing an ongoing assessment of the team

• Reach and celebrate milestones

Performing

• Delegate tasks and concentrate on

coaching for higher performance

• High level communication

55

TEAM DEVELOPMENT

Characterised by:

• Disengagement of team member, major new task focus, restructure or termination of the team

Behaviours

• Concern about disengagement from relationships

• Confusion about feelings

• Breakdown of team skills, lethargy

• Frantic attempts to work well

• Change of focus

Adjourning

56

TEAM DEVELOPMENT

Characterised by:

• Disengagement of team member, major new task focus, restructure or termination of the team

Management Tasks

• Re-define or establish new goals or structures

• Maintain social contact between previous and new team

• Handovers for people coming and leaving

• Prepare those leaving for their next role or secondment

Adjourning

• Celebrate and learn from successes

• Learn from mistakes made

57

YOUR TEAM

• What stage of development is your team currently in?

• Why?

• What is required to move it to the next stage?

58

EFFECTIVE TEAMS

• Building an effective team is not a one-off process

• Team members:

- come and go

- each impacts differently

- organisational priorities and processes will change and impact

• Good managers invest time and attention to continuously maintain team effectiveness

• Effective teams:

- require hard work

- rely on effective communication with an understanding of each individual and their role in the team

59

DEVELOPING EFFECTIVE TEAMSLencioni’s Model: The Five Dysfunctions of a Team

Inattentionto results

Avoidance of accountability

Lack of commitment

Fear of conflict

Absence of trust

Source: Lencioni, P. 2002, The five dysfunctions of a team: A leadership fable, Jossey-Bass, San Francisco. 60

TRUST

In your group determine what trust is and how a manager can ensure that

they earn the trust of their team.

61

TRUST

Trust is the foundation of every effective team. Trust between each other and management.

Managers develop trust by:

• Being honest

• Being empathetic

• Trusting the team

• Keeping their word

• Showing gratitude and recognition

• Being fair and treating everyone equally

• Admitting when they are wrong

62

CHARACTERISTICS OF EFFECTIVE TEAMS

Team Development Stages

• Measurable Goals

• Effective Communication

• Common Purpose

• Good Cohesion

• Mutual Respect

• Effective Leadership

Two positive characteristics my team has…

Two characteristics we could improve on… How would you develop these characteristics into strengths?

63

Building an effective team is notintuitive for many managers.

You may need to specifically focus ondeveloping your skills in this area.

64

PROACTIVE SUPPORT OF STAFF

AND MOVING THINGS FORWARD

SESSION 6

SKILL WILL MATRIX

66

McCall, Lombardo, Eichinger 199667

70:20:10 DEVELOPMENT FRAMEWORK

Education10%

Exposure 20%

Experience 70%

68

SUPPORT METHODS

Training

CoachingMentoringCoaching is unlocking a person’s

potential to maximise their own

performance. It is helping them to

learn rather than teaching them.

Whitmore, 2002

Training is a planned process

focussed on changing knowledge,

skills or attitudes to achieve identified

and measurable outcomes.

Tovey 2011Mentoring is a personal

developmental relationship in

which a more experienced or

more knowledgeable person

helps to guide a less experienced

or less knowledgeable person.

COACHING

Coaching Has Many Practical Uses And Benefits

• Coaching can be used to......?

• Benefits of coaching are……?

69

70

THE GROW COACHING MODEL

Goal

Reality

Options

Way Forward

What would you like

to achieve?

What is happening

now?

What could

you do?

What are your

next steps?

KEY COACHING GUIDELINES

• As the coach you should be listening 80% of the time and talking 20% of the time

• Coaching is about asking effective questions

• Coaching builds personal responsibility, motivation and empowerment

• Effective coaches are self-aware and lead by example

• Coaching must be consistent and regular

• The process must be based on truth, openness and trust

71

WORKPLACE ACTION PLAN DISCUSSION

SESSION 7

WORKPLACE ACTION PLAN

• A workplace action plan is a set of steps or activities to achieve a workplace goal

• The goal needs to address an area that you have identified that needs improvement in

your organisation, team or in an individual’s performance

• Your workplace action plan will improve some aspect of your team and your workplace,

as well as provide an opportunity for you to develop people management skills

73


74

PARTICIPANT

• Explain your idea/s

and thoughts

• Outline your action

plan

• Pose any questions

you have

TIMEKEEPER

• Keep to time (5 mins

each)

• Keep the group on

task during the

feedback for each

discussion

‘DREAM AUDIENCE’

• Be supportive

• Be attentive

• Ask questions to

clarify

• Come up with

solutions

• Share your ideas and

strategies


DAY TWO



76

SESSION PLAN: DAY TWO

TIME CONTENT

8:30am - 10:10am Session 8: Authority, Power And Engagement

10:10am - 10:30am Morning tea break

10:30am - 12:30pm Session 9: Workplace Conflict and Issue Resolution

12:30pm - 1:15pm Lunch break

1:15pm - 2:50pm Session 9: Workplace Conflict and Issue Resolution (continued)

2:50pm - 3:10pm Afternoon Tea Break

3:10pm - 4:10pm Session 10: Workplace Action Plan Discussion

4:10pm - 4:30pm Session 11: Where to from here?

4:30pm Close

77

AUTHORITY, POWER, ENGAGEMENT

SESSION 8

SOURCES OF POWER

79

PERSONAL POWER

• Knowledge

• Perception

• Network (people)

• Social skills (style)

• Cultural intelligence

POSITIONAL POWER

• Authorisation

• Information

• Access to resources

WHAT DOES EMPOWERMENT MEAN?

80

An empowered employee is one who has been given skills, resources,

authority, opportunity, autonomy and motivation to take initiative, make

decisions and solve problems to improve performance.

WHAT IS MOTIVATION?

81

MOTIVATION

• Why did you want to become a manager/supervisor?

• What were some challenges when you weren't the manager/supervisor?

• List what motivates you to work well. After you have developed your list rank your

responses in order of importance. One is the most important.

• What can you do to create a motivating environment?

82

WORKPLACE CONFLICT AND ISSUE RESOLUTION

SESSION 9

PROACTIVE MANAGEMENT OF CONFLICT/POTENTIAL CONFLICT

• Managers should be aware of conflicts present in their teams, even minor ones

• Managers need to follow the guidance of the NSW Health Code of Conduct when

managing conflict, encouraging employees to attempt to rectify conflict situations with

each other in the first instance, where it is appropriate

• Managers must not assume that conflicts will resolve themselves

• Intervention should be proportionate

• Conflict dealt with in early stages is easier to resolve than when it has grown over time

84

CONFLICT AND YOU

• What are your three biggest challenges in managing conflict situations within your team

or workplace?

• How do you rate your own ability as a manager in conflict situations? (1 being unable to

manage conflict situations; 10 being an excellent ability to manage conflict situations)

• What behaviours or emotions do conflict situation send to evoke in you?

• What sort of conflict typically happens in your team and within your workplace?

• Why do many managers ignore or put off dealing with conflict?

85

DRIVER / CAUSE COMMON AREAS

Communication causes

Infrequent or ineffective communications.

E.g. Lack of feedback

Misunderstanding

Criticism

Personal causes

Ego, personal biases and emotional states.

E.g. Different personalities

Perceived or actual disrespect

Differing values, beliefs and prejudices

Structural causes

Structural or systemic issues in the workplace; differing views about

how things should be done.

E.g. Different goals

Different perspectives to work

Differing courses of information

86

CODE OF CONDUCT

4.1.2 Treat all other members of staff (irrespective of whether they are at the same level of seniority, or

more senior or junior) in a way that promotes harmonious and productive working relationships, and a

collaborative teamwork approach

4.1.3 Not bully or harass other staff, patients or members of the public, or discriminate against them on

the basis of their sex, race, ethnic or ethno-religious background, marital status, pregnancy, disability,

age, homosexuality, transgender or carers’ responsibilities

4.1.4 Not encourage or support other staff in harassing or bullying, or in acting in a way that is contrary to

harmonious working relationships between staff members

4.3.5 Carry out their duties diligently and efficiently

4.4.1 Use work resources efficiently

87

EXCELLENT COMMUNICATIONAre you Good, Average or Need More Work on the following communication skills?

• Identifies key issues quickly

• Not overly affected by personal criticism

• Listens well

• High tolerance for stress

• Lots of patience

• Sensitive to the needs of others

• Willing to research and analyse issues fully

• High tolerance for conflict

• Committed to a win / win philosophy

• Compromises when needed

88

What are your

communication

strengths and

what could you

improve?

ASSERTIVENESS

One aspect that managers struggle with when dealing with conflict is the ability to be assertive. You’re

being collaborative when you assertively state:

• your needs

• your wants

• your thoughts

• your feelings

• in a direct, honest and appropriate way

89

ASSERTIVENESS

The pattern of the basic ‘I’ message has three sections:

90

When (non-evaluative)

I get/become/feel… (no-blame description)

I’d prefer/I need… (a description – not outcome advice)

EFFECTIVE FEEDBACK

91

Describe The behaviour/performance you have observed (factually)

Express/ImpactThe positive and negative impact/s of the

behaviour/performance (from your perspective)

SpecifyHow do you want the behaviour/performance to be changed

or continued

ConsequencesDescribe the positive/negative effect of changing/continuing

the behaviour or performance

CASE STUDY 1

One of your employees, Charlie, has struggled for a long time with low self-confidence and

has tried too hard to please others, often to his own detriment. A few weeks ago, he attended

an Assertiveness training course and since then, you have noticed a real change in his

behaviour. Just the other day for example, another colleague, John, tried to offload some

work on to Charlie and whereas he previously would have taken the work without argument,

on this occasion he confidently and politely refused, explaining succinctly why it wouldn’t be

possible to assist. You want to encourage Charlie to keep improving and so you decide to

give him some feedback. Use DiSC.

92

CASE STUDY 2

One of your team members, Deborah, is always on time, rarely absent, excellent with patients

and generally good with the team. She recently applied for a management position herself but

was unsuccessful. Since then, Deborah’s attitude has become increasingly negative towards

management and the organisation in general. She has become vocal in her opinions and you

feel that her constant negativity is having a detrimental effect on the motivation and

performance of the wider team. Provide feedback using DiSC.

93

94

COLLABORATION

Work together towards a solution

Joint problem solving

Can work if no strong pre-existing views

NEGOTIATIONCompromises and agreements

Where possible solutions differ

DIRECTIVE

Some situations require a direct approach eg: safety

concerns or a policy directive

Method of last resort

CONFLICT MANAGEMENT STYLES

95

COMPETING COLLABORATING

AVOIDING ACCOMMODATING

COMPROMISING

CO

NC

ER

N F

OR

OU

TC

OM

E

CONCERN FOR RELATIONSHIP

(Adapted from Thomas & Kilmann 2009)

NEGOTIATION PHASES

1. Prepare

• Outcome importance

• Relationship importance

• Other parties evaluation of above

2. Explore, listen, understand

and state position

• Establish both positions and

understand what is at stake

96

3. Bargaining

• Attempt to get what you need

• Know what you will settle for –

bottom line

4. Close

• Ensure both parties know what has

been agreed

ADDRESSING CHALLENGING ISSUES

Rarely a manager’s favourite part of their job but necessary

97

CRITICAL CONVERSATIONS

PLANNED

Where you have time to think about and plan the approach you will take to address the issue.

ON THE RUN

Where you are required to act quickly and decisively to address an issue you see occurring.

98

STEPS IN A CRITICAL CONVERSATION

Planning

• Identifying and analysing the issues

• Considering needs and perspectives

• Managing emotional responses

Facilitating

• Structuring the conversation

• Committing to action

• Following up

99

100

HAVING AN EXPLORATORYCONVERSATION

101

Successful critical conversations enable both parties to‘re-perceive’ the issue in a way that

maintains their dignity, and allows them to address it with acceptable changes and compromises.

102


SESSION 10


104

PARTICIPANT

• Explain your idea/s

and thoughts

• Outline your action

plan

• Pose any questions

you have

TIMEKEEPER

• Keep to time (5 mins

each)

• Keep the group on

task during the

feedback for each

discussion

‘DREAM AUDIENCE’

• Be supportive

• Be attentive

• Ask questions to

clarify

• Come up with

solutions

• Share your ideas and

strategies

WHERE TO FROM HERE?

SESSION 11

COURSEWORK GUIDE

106

Leading and building

teams

Coaching and mentoring

Critical conversations

Driving Innovation

Coursework:

Workplace action

planning

PHASE 1 PHASE 2 PHASE 3 PHASE 4 PHASE 5

REGISTER

PRE-COURSE SURVEY

Online modulesTwo-day face-to-face

workshopOnline modules

Workplace action plan

implementationHalf-day workshop

Post-workshop survey Online modules survey Post-course survey

Soft skill development

Prescribed curriculum

Feedback

Goal setting and action

planning for workplace

Coursework:


articulation

Effective communication

Conflict resolution

Influencing and

negotiation

Presentation and

facilitation

Coursework:


completed

Participants supported

by line manager, LHDN

and HETI

Coursework:

Workplace

implementation

Informal presentation of

key points from final

report

Coursework:

Submission of final

report and poster

Certificate of completion

WHERE TO FROM HERE?

107

Phase 3

• Completion of post face-to-face workshop survey

• Completion of online modules

• Develop your workplace action plan

Phase 4 • Commence implementation of your workplace action plan

Phase 5

• Submission of final report with line manager verification

• Attendance at final half-day face-to-face workshop

• Presentation of workplace action plan

• Completion of post-course survey

ROLE OF THE LINE MANAGER

• The line manager will provide support and feedback to prepare and implement

coursework

• Participants will check in regularly with their line manager and provide them with

details of the PMSP workplace action plan

• The line manager is required to verify the participant’s final report before uploading

it on My Health Learning

108

COURSEWORK

• Completion of online modules

• Attendance at the two-day face-to-face workshop

• Submission of final report with line manager verification

• Attendance at the final half-day face-to-face workshop

• Presentation of workplace action plan

• On successful completion of all coursework (uploaded to My Health Learning),

participants will be presented with a certificate of completion

109

COURSE SUPPORT

HETI Management Development team can be contacted during business hours

Monday – Friday.

HETI Management Team

E: [email protected]

P: (02 ) 9844 6136

110

HETI Management TeamE: [email protected]

P: (02 ) 9844 6136

My Health Learning technical support

Lodge a ticket:

https://swsd.hss.health.nsw.gov.au

P: 1300 28 55 33

Thank you for attending the People Management Skills Program two-day face-to-face workshop

111


HALF-DAY FOLLOW UP WORKSHOP

WELCOME AND(RE) INTRODUCTIONS

SESSION 1



115

SESSION PLAN

TIME CONTENT

8:30am – 8:50am Session 1: (Re) Introductions and set up

8:50am – 9:00am Session 2: PMSP requirements

9:00am – 10:30am Session 3: Workplace action plan presentations

10:30am – 10:45am Morning tea break

10:45am – 12:15pm Session 4: Emotional Intelligence and the NSW Health context

12:15pm – 12:30pm Session 5: Course completion and steps from here

116

LEARNING OUTCOMES

Focus of the final workshop:

• Presentation of your workplace action plan

• Further practical hands-on activities in relation to Emotional Intelligence in the

NSW Health context

• Opportunity to re-connect and network with other managers

117

HOUSEKEEPING

• Location of toilets

• Meal breaks

• Fire / emergency exits

• Mobile phones

118

RE-VISITING PMSP REQUIREMENTS

SESSION 2

PMSP BLENDED COURSE

120

WORKPLACE ACTION PLAN PRESENTATIONS

SESSION 3

WORKPLACE ACTION PLAN PRESENTATIONS

• Role of Presenter

- keep to time, explain your project but also pose any questions you have

• Role of the Timekeeper

- keep the group on time during each presentation

• Role of the ‘Dream Audience’

- be supportive, be attentive, ask questions to clarify

122

PRESENTATION FORMAT (SUGGESTED)

You can present your action plan in a format of your choosing.

If you get stuck, here are some key points:

• What was your objective?

• How did you go about achieving your objective?

• How did you manage the people involved?

• Which core people management skills did you employ?

• What was the result or current status?

Your workplace action plan report should provide a simple guide for your presentation.

123

EMOTIONAL INTELLIGENCE(AND ITS ROLE IN THE

NSW HEALTH CONTEXT)

SESSION 4

WHAT IS EMOTIONAL INTELLIGENCE?

Emotional intelligence is defined as:

“The ability to recognise and understand emotions in yourself and others, and [the] ability to use this

awareness to manage your behaviour and relationships... It affects how we manage behaviours, navigate

social complexities, and make personal decisions that achieve positive results.”

(Emotional Intelligence 2.0., p.17)

125

IQ AND EI

126

EI

Street smart

Helps with life

Bringer of people

IQ

Book smart

Helps with tests

Bringer of solutions

IQ gets you hired

EI gets you

promoted

“Many people who are book smart but lack emotional intelligence end up working for people

who have lower IQs than they do, but who excel in emotional intelligence skills.”

- GOLEMAN (1998)

127

THE RESEARCH

Up to 90% of the difference between outstanding and average leaders is linked to emotional intelligence. EI is twice as important as IQ and technical expertise combined, and is four times as important in overall success.

Research by the Centre for Creative Leadership found the primary cause of derailment in managers involves deficits in emotional competence.

1. Change

2. Teamwork

3. Interpersonal Relations

128

BENEFITS

• Improved patient interactions and overall patient care

• Improved communication

• Reduced risk of clinical error and increases effective patient care

• Improved individual and team performance outcomes

• Increased staff engagement

• Increased accuracy and speed in decision making

• Positive impacts on: decision making, turnover, prosocial behaviours, negotiation, conflict resolution, group dynamics and leadership in teams

• Personal confidence and motivation

• Reduced stress

129

EMOTIONAL QUESTIONS

• What makes you laugh?

• When is the last time you were embarrassed? (What happened? How did you handle the situation?)

• What activities energise and excite you?

• What do you feel very confident about?

• What makes you angry?

• What aspect of your work are you passionate about?

• Who inspires you? Why?

• What really frustrates you?

130

131

SELF SOCIAL

AWARENESS SELF AWARENESS SOCIAL AWARENESS

MANAGEMENT SELF MANAGEMENT RELATIONSHIP MANAGEMENT

DANIEL GOLEMAN VIDEO CLIP

http://bigthink.com/videos/daniel-goleman-introduces-emotional-intelligence

132

http://bigthink.com/videos/daniel-goleman-introduces-emotional-intelligence

EMOTIONAL STRENGTHS AND WEAKNESSES

133

STRENGTHS WEAKNESSES

• Open-mindedness

• Perseverance

• Honesty and integrity

• Loyalty

• Self-control

• Optimism

• Forgiveness

• Dedication and commitment

• Calm and reasonable under

pressure

• Empathy/sympathy

• Narrow-mindedness

• Subjectivity

• Selfishness

• Betrayal

• No self-control/temper

• Pessimism

• Holding grudges/vengeance

• Indifference

• Irrational behaviour

• Inability to understand other people’s

emotions

DEVELOPING EMOTIONAL INTELLIGENCE

• Talk about your feelings

• Take responsibility for your feelings and emotions

• Use feelings to make decisions

• Use feelings to discuss and resolve incidents

• Self-reflection

• Feedback from others

• Coaching and emotional intelligence mentors and role models

• Be present

• Practice being calm

• Put yourself in someone else’s shoes

134

REFLECTION

135

Incident

How did you feel?

How did this effect

the outcome?

What would you

do differently next time?

Practice the new

response

INCIDENT

How did you feel?

What emotions did you display?

What emotions did others display?

Did the emotions of yourself or others effect the situation and outcome?

Was it positive or negative?

Did emotions divert the focus from a successful outcome?

What would you do differently in the future in a similar situation?

How would you control your emotions?

How can you develop a better emotional response to similar situations?

What is your action plan?

136

YOU AND EMOTIONAL INTELLIGENCE

1. Imagine it is ten years from now. A group of your former employees have gathered for

dinner and start to reminisce about you as a manager. What would they have to say

about you?

2. If you had a magic wand that could help you become a better leader, what would you

do with it?

3. When you are 80 years old and reflecting back on your career as a manager, what

regrets do you think you will have?

137

PMSP BLENDED COURSE

138

COURSE SUPPORT

HETI Management Development team can be contacted during business hours

Monday – Friday.

HETI Management Team

E: [email protected]

P: (02 ) 9844 6136

139

HETI Management TeamE: [email protected]

P: (02 ) 9844 6136

My Health Learning technical support

Lodge a ticket:

https://swsd.hss.health.nsw.gov.au

P: 1300 28 55 33

Thank you for attending the People Management Skills Program half-day follow up workshop

140

people management skills program - heti.nsw.gov.au€¦ · people management skills program day one...

Documents