Cecile Morris and Donna Weeks 2008 Western Region IPMA-HR Annual Conference

1. Organizational Effectiveness through Collaboration Cecile Morris and Donna Weeks 2008 Western Region IPMA-HR Annual Conference

2. 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

3. 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

4. What Will We Learn? Objectives • 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

5. What’s In It for Me? Benefits: • A road map for creating your own supervisory training program • Savings in time, money and effort

6. Agenda • Introductory Remarks • The Context • Design Considerations • Training Design Cycle • The Design Process • The Outcome • Where We Are Today • Next Steps

7. Introductions • Your name? • Your job? • Your organization? • Expectations for this morning?

8. The Context • 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?

9. What are the potential effects to an organization of having untrained first level supervisors?

10. Training Design Cycle 1. Identify need & target audience 10. Roll out to larger target audience 2. Analyze learners 9. Revise & refine the design 3. Develop goal, objectives & benefits 8. Evaluate training 4. Create a training outline 7. Conduct pilot sessions 6. Prepare for the training 5. Identify measurement tools

11. Step 1: Identify Need & Target Audience

12. According to the Auditor’s office, the following “mistakes” have had costly effects in terms of wasted time, money and lawsuits: 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 The Need: Common & Costly Mistakes

13. Target Audience • Approximately 500-700 supervisors, both inexperienced and experienced • Those aspiring to supervision

14. Step 2: Analyze Learners

15. Assumptions Preferences: • 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

16. Step 3: Develop Goal, Objectives & Benefits

17. Program 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

18. Objectives (Continued) Comply with work-related laws, policies & procedures Assess your own skills as a supervisor Benefits: Grow as a supervisor Operate more efficiently & effectively Build confidence; reduce anxiety

19. Step 4: Create a Training Outline

20. Assumptions Preferences: • 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

21. Principles of Adult Learning • 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

22. Principles of Adult Learning (Continued) • 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

23. Learning Styles • Visual • Learning by looking at images • Auditory • Learning by listening • Kinesthetic • Learning by experiencing & learning • Smell and Taste

24. Exercise What’s Your Learning Style?

25. The Stakeholders • Human Resources • Legal Department • Labor Relations • EEO/AA and Title IX • Environment Health & Safety • Risk Management • Internal Audit • The Supervisors

26. Top Middle Supervisory Technical Interpersonal Conceptual Political Supervisory Skills Supervisory Skills Model Adapted from R.L. Katz

27. Role of an “Ideal” SupervisorController’s Office • 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

28. Role of an “Ideal” Supervisor (Continued) • 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

29. Role of an “Ideal” Supervisor (Continued) • 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

30. Dot Activity: Role of an Ideal Supervisor • Three Red Dots; Three Blue Dots • Directions: • Review the list of “Role(s) of an Ideal Supervisor.” • Select 3 items that you most commonly encounter on a daily basis. Use red dots to indicate your choices in Column 3. • Select 3 items that you would like to do better. Use blue dots to indicate your choices in Column 1.

31. Early Design – 2003-2004

32. Step 5: Identify measurement tools

33. Measuring Training Classic Levels • Level 1: Reaction • Level 2: Learning • Level 3: Behavior • Level 4: Results Source: Donald Kirkpatrick

34. Prepare for the sessions Conduct pilot sessions Steps 6-7

35. Evaluate training Revise & refine the design Roll out to larger target audience Steps 8-10

36. Supervisory Development Curriculum – 2007-2008 • 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

37. Exercise The Recruitment Process

38. Morning Welcome and Introductions About Supervising Here Characteristics of Best/Worst Supervisors Case Study – Transition to Supervisor Supervisory Skills Model Role of the Supervisor Common & Costly Mistakes Supervisors Make Slide Show: Organizational Context Organizational Culture Supervising Generations in the Workplace Afternoon Laws, Policies & Compliance Panel of Subject Matter Experts Case Studies Supervisory Skills Self-Assessment Wrap-up Introduction to SupervisionFoundational Class -- 2008

39. Case Studies From Introduction to Supervision

40. Subject Matter Experts • Risk Services • EH&S • Title IX • EEO/AA • Labor Relations • Records Management • Ombuds • Disability Resource Management

41. Exercise: Laws, Policies & Compliance Case Studies

42. Questions for Small Group • 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 ___?

43. Where to Find Resources? • Go online

44. Summary • 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