SEIU Healthcare Canada

Leading People & Teams

Service Department

March – July 2015

Launch training

The Service Department of SEIU Healthcare is at a critical juncture of its development. Personnel changes and increased expectations have resulted in the introduction of new processes for managing the field staff. The union has partnered with the SEIU BOLD Center to provide support and training for the managers as you make this transition.

As leaders of people and teams you work“with and through others to achieve the goals of the organization and its people.” This year, those goals include engaging members for successful bargaining, federal elections and the union’s convention.

Thismeans shifting from a reliance on primarily your own work to a focus on maximizing the potential in others. It can be baffling and rewarding, frustrating and empowering. Just when you think you are great at it, someone or something comes along whoto humble you.

Behavior change is a process of reflecting on experience, taking in new information, practicing new behaviors and forming new habits. This takes time and focus. This program is intended to support you in learning skills and developing approaches that make your jobs more enjoyable and more productive. To do that, we need you to partner with us to ensure it is useful and timely.

We have set up a system to make it possible. It is up to you to make it a reality.

Purpose

The purpose of the overall program is to support service managers in their roleleading and developingpeople and teams.

In this program, you have the opportunity to:

Gain new insights into yourrole, your strengths and areas for stretch;

Put into place useful frameworks and tools for leading staff;

Make significant advancement toward achieving a meaningful development goal.

Today’s Agenda

9:00amProgram Overview

Your role and how it is changing

Coaching and mentoring

10:45am15 minute Break

Case studies

12:00pm45 minute Lunch

Giving and Receiving feedback

2:30pmBreak

Development planning

Next steps

4:00pmAdjourn

Building a Service Culture

“Treat people like partners and they act like partners”.

BUILDING EFFECTIVE PERFORMANCE

If you ask people what they want most from their jobs, more than likely they’ll tell you they want to be involved in their jobs, and they want to be treated with respect.

One of the most important roles throughout the performance cycle is that of COACH. Throughout the performance cycle, you have many opportunities to support and encourage people. For this process to be productive you want use communication skills to:

Gain people’s commitment.

Prevents misunderstandings or assumptions.

Encourages cooperation.

Instill confidence and trust.

Resolve problems.

Encourage self-management and accountability.

Increases likelihood that objectives will be met.

PROACTIVE vs. REACTIVE COACHING

People often view coaching as something to do after the fact. (Reactive after problem occurs) Proactive coaching is meant to improve performance before they become challenging situations.

Strengthens the relationship between you and the people whom you work with. Builds trust and shows your concern for people as well as the organization. People respond to coaching and want to do well for themselves and the organization.

Enhances potential. Coaching recognizes people’s abilities and develops their skills. Once they reach their potential the organization also benefits.

Program Overview

This program is designed to ground you in basic principles of successful staff leadership at the same time as focus you on achieving one breakthrough development goal.

Coaching

Coaching is an opportunity to have a scheduled, confidential video or phone call with a professional job coach. Theyare there to listen to what is going on with you, to help you learn to think and act more effectively as you apply the learning from the webinars and work toward your learning goal.

The coaching conversation is driven by you. You come with dilemmas, reflections and questions. It is an opportunity to reflect, decide and commit to action around those things that matter most to you. It works as well as you will let it.

Setting up the coaching for success:

Be honest with your coach – it’s confidential, it’s for you, why not?

Set aside the time to be fully present during the call [not driving, not in a public space]

Follow through on commitments – and be honest when you can’t

From insight to action

Coaching respects how our brains work. It gives us time to reflect, explore alternatives, make choices and commit to action. A coach will challenge you to think in new ways, without telling you what to think; clarify what you want, and stay along with you until you succeed.

Barriers to Learning

What folks say when they get in the way of their own learning…

“I already knew that.” The resistance to listening for what may be new.
“Why should I listen to her/him?” Not seeing the value in another person who has something to teach me.
“I need to make a phone call.” Letting the stress of current work be a barrier to learning how to do better work in the future.
“You can’t teach old dogs new tricks.” Believing the myth that I can’t learn after a certain age or level of experience.
“This isn’t my reality/sounds too corporate.” Being unwilling to transpose the learning from one situation to another.
“I’m sticking with the way we’ve always done it.” Resisting trying new things.
“Snicker, snicker.” Using humor and sarcasm to deflect learning.
“Why are we doing this?” Resisting experiential and non-linear learning – believing that all learning is information.
“No one will let me do this.” Assuming that they will not be able to apply the learning and therefore don’t need to learn it or advocate for it.
“Yeah, right.” Putting up a barrier based on mistrust of the context: the situation, the subject, past experience, or the process.

What’s my biggest [self-imposed] barrier to learning?

What will I do to make sure I don’t sabotage my own learning?

Operating principle of the brain

Away from threat and toward reward

Role of Leading People and Teams

As a leader of people and teams you work with and through others to achieve the goals of the organization and its people. In doing so, you will find that you need to manage within the following five domains:

What are the three most important things you do NOW to manage staff?

What are two things that you would like to be doing more of?

Self Reflection Interview

…SWITCH BOOKS TO TAKE NOTES

What strengths do you really rely on when it comes to managing?

What situations are most challenging for you?

How well do you know how others perceive you? What do you know and not know about your impact on others?

What skill or approach to managing would you like to focus on as part of working toward your development goal?

Plan to increase self-awareness

5. What additional reflection or feedback gathering will I do to further my self-awareness?

Coaching to facilitate positive change

‘Go left!’ – tell

‘I think you should go left here.’ – advice

‘Have you considered going left?’ – guidance

‘Where do you think you should go?’ – facilitation

Tell, advise and guide when it’s appropriate

Facilitate for positive change!

The limits of telling and advice

The brain develops by doing the work – let them do it!

Commitment is greater when its your own idea

Advice creates dependency. They will keep coming back!

People remember what THEY say, not what YOU say [so sad….]

Facilitation starts with the quality of listening

Focus on the person not the problem

Ask follow up questions about their thinking, not the issue

No queggestions!

Powerful Coaching Questions

Goal questions:

What do you most want to get out of this opportunity/situation?
What would success look like?
What is most important to you to accomplish?
Could you turn that around [a complaint] and state it as something you DO want?
I know you said you feel stuck, could you describe the feeling you want instead?
If you could change just one thing – what would it be?

Reality questions:

What is the situation now?
Where are you now compared to where you want to be?
What about this situation do you control, what can YOU DO?
What impact is this having on you?
Is there another way to look at this?
What about the current situation is working in your favor?
Now that you have described the situation to me, what insights did this give you?

Options questions:

What ideas have you thought of?
What options do you see?
Are there success stories/role models that you could learn from?
What has worked for you in the past?
What is the main choice you need to make?

What’s next questions:

What next step will have the biggest impact?
What’s one thing you could do this week to make progress on this?
How will you make the decision about what to do?
Which of the options sounds like the best one?
Are you ready to take action?
What is your “gut” feeling about what you should do?

Setting up a coaching relationship

Who do you want to coach and why?

What is the level of trust that exists in the relationship? ______

1 = none; 2 = low; 3 = don’t know; 4 = okay; 5 = very strong

If below 4, what can be done to increase?

How eager are they to learn and change? ______

1 = not at all; 2 = a little; 3 = don’t know; 4 = enough; 5 = very

If below 4, what can be done to increase?

What are the next steps to setting up the coaching relationship?

Case problems

Describe a situation or dilemma that you have or have had as a manager that you would like to workshop with your peers:

Feedback is…

information about past behavior, deliveredin the present, with the…

positive intent of influencing future behavior... What can possibly go wrong?
Notes:
Giving…Receiving…

Giving receiving feedbackREALPLAY

Find someone in the room who you would like to ask for feedback. The person chosen is the Giver. The chooser is the Receiver. After round one, you will switch.

STEP ONE:

Receiver: ASK the giver for specific feedback – thenWRITE down: Why do I want this feedback?

Giver: LISTEN to what the receiver wants feedback about – then WRITE: What is the feedback I want to give?

STEP TWO: When you are both ready:

Giver: GIVE the receiver USEFUL information, drop the judgment

Receiver: LISTEN to the feedback with curiosity and openness

STEP THREE: Afterwards, reflect and take notes on:

Both: How well did you and the other person stick with the guidelines for giving and receiving feedback?

SHARE feedback about the exchange with the other person

Receiving Feedback Stay CURIOUS, and then make good CHOICES.

Prepare. Give yourself feedback first. Realize feedback isn’t fatal. Relax.This is about the other person’s experience of you, not about your basic self worth. Stay present.
Listen & be curious. Be open. Get more information with non-defensive questions. Feel if it resonates with your intent to receive feedback. Hear positive & constructive.
Put it in your pocket: You are in total control of what you do with feedback;
if it is hard to hear, don’t respond right away. Consider and discuss later.
Make a habit of asking for feedback: It is always easier to hear feedback if you ask for it. Be specific; be proactive. Acknowledge the giver & follow-up.
Check for understanding. Check assumptions by repeating back the feedback. If you think you know what someone else is thinking, ask.
Learn & Develop. You don’t have to agree or think it was given well to find feedback valuable. Plan to take steps to address including getting support.

Giving Feedback CONNECT to what a person is COMMITTED to.

Ask permission. Allow receiver to make a choice to listen. Avoid if receiver is emotionally triggered or distracted. Be aware of power, identity & trust dynamics.
Have positive intent, presence & tone. Focus on positive change connected to something you are both committed to. Wait if you are feeling frustrated, superior, fearful, or angry. Be calm & composed.
Listen.Start by asking how they see themselves. Feedback is a two-way relationship, so it is important to listen to what the other person says and to be open to their opinion.
Be useful. Make sure feedback is valuable: behavior that can be changed or an impact they didn’t realize (not venting, not judgments like “you are inattentive).
Learn & Develop. What we want to “tell” often says as much about US as it does about them. What you can learn about yourself from feedback you want to give others?
Be prepared to deal with impact. Be willing to deal with emotional reactions. People need time to digest feedback, allow for thoughtful, less triggered, responses.

Development goals

What is a Development Goal?

A development goal is an outcome that describes where you would like to be or what you would like to be able to do at some future date.

How is it different than a work goal?

Is connected to your part in achieving work-related goals
Reflects what is a challenge or aspiration for a positive change
Has to do with YOU

Step One: Identify a goal that isMeaningful

Goal that lacks meaning:To be better at keeping my paperwork and my staff’s paperwork up-to-date.
Meaningful Goal:To make on-time, data-driven decisions with team input

Step Two: Describe that achievement inMeasurable terms

Able to describe outcome in quantifiable ways
Goal that lacks measures:To be a better coach
Measurable goal: To coach union reps on developing member leaders

Step Three: Make it short and sticky so that it isMemorable

Think of it as a headline for an article about your goal – 8 words or less

Not memorable: to improve the way that I relate to people who are upset whether that is staff, members oremployers, so that when I encounter those situations I am both resourceful and calm.
Memorable goal: To be Resourceful and Calm amidst Chaos!

ALVAREZ PORTER GROUP |

Development Goal Worksheet

3M Development Goals: Meaningful, measurable and memorable

Meaningful = Whatwould meaningfully impact your work goals your professional growth?

Measurable =Describe how you would measure whether or not you were making progress/had reached your goal:

Memorable =In 8 words or less – with words that have punch for you – summarize your goal:

Sample Goals

Self Mastery

I keep my commitments with integrity

I model the behavior and values I expect

I am twice as encouragingas one year ago

I get the right things done

Strategy into Action

My decisions are transparent and fair

My vision pops

Shared goals inspire action

100% on workplans

My team talks and thinks strategically

Leverage Talent

I know and leverage staff’s strengths

I am fearless and fair about feedback

I coach people to take risks and learn

I have doubled the trust with ____

I communicate high standards and follow up

Great Teams

My team is greater than a sum of its parts

Team meetings are engaging and useful

I take time to celebrate success

Roles and relationships are clear and healthy

Comfortable with conflict – 99%

Results Climate

Metrics reflect priorities

Accountability is everyone’s responsibility

Courageous Conversations are routine

Reflection and debrief are part of our practice

I focus on results in a way that motivates

Development Plan Document

Webinar: Strengths based leadership

TIME:

PRE-WORK

A. STRENGTHSFINDER

1)Please take the Strengthsfinder Self-test to find out your 5 signature strengths:

2)Visit the website:

3)Enter this access code:

4)Allow 35-40 minutes to take test

5)Your results will be automatically sent to you when you finish, along with a description of what they mean and how to build on them

B. READINGS

1)Additional reading and a short webinar on Strength-based leadership will be available on the community webpage:

C. GOTOWEBINAR

1)In advance of the webinar, think about questions you have from your test, webinar and readings;

2)The call is based on discussion from you, not lecture, so please plan to be somewhere you are able to be off mute and participating;

3)Please have your 5 Signature Strengths on hand;

SEIU Healthcare CA Management training

In general, how do you feel about the training? [Please circle all that apply]

Encouraged Hopeful Inspired Willing Ready Enthusiastic

Satisfied Disappointed ExhaustedApprehensiveSkeptical Confused

Surprised Annoyed Cynical Worried Happy Angry

What was most valuable to you about the program so far?

______

What suggestions for improvement do you have so far?

______

How much do you agree or disagreement with these statements?

I gained valuable insight about my own role / 1 low 2 3 4 5 high
I learned useful concepts and skills / 1 low 2 3 4 5 high
I had the opportunity to participate and practice / 1 low 2 3 4 5 high
It was a good and valuable use of my time. / 1 low 2 3 4 5 high
I plan to apply what I have learned / 1 low 2 3 4 5 high
I am looking forwarding to future modules / 1 low 2 3 4 5 high
I am looking forward to having coaching myself / 1 low 2 3 4 5 high

Note to facilitator: