PEOPLE MANAGEMENT SKILLS PROGRAM DAY ONE SESSION 1 WELCOME AND - - PDF document

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

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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

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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

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FACILITATOR AND HETI EXPECTATIONS

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

CORE VALUES

COLLABORATION OPENNESS RESPECT EMPOWERMENT

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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

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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 report Certificate 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

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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
• rganisation, 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

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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

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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

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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

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VERIFICATION OF WORKPLACE IMPLEMENTATION

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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!

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SESSION PLAN: DAY ONE

TIME CONTENT

8:30am - 9:15am Session 1: Welcome and Introductions 9:15am -10:30am Session 2: Setting The Scene and Getting To Know Each Other Session 3: Managing And Leading 10:30am - 10:50am Morning tea break 10:50am - 12:30pm Session 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 Close

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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

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STRUCTURE CHART

Div Manager Service Manager Home Assess Team Leader ACAT Project Lead

• Comm. Options

Team Leader Service Admin Co-Ord ACAT Assessor ACAT Assessor ACAT Assessor ACAT Assessor Admin Caseworker Caseworker OT OT OT OT Asst.

ME

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HOW THE TEAM / SERVICE REALLY OPERATES

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MANAGING AND LEADING

SESSION 3

MANAGEMENT AND LEADERSHIP

In 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

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MANAGEMENT AND LEADERSHIP

• What is management?
• What is leadership?

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TEAM FUNCTIONING AND THE ROLE OF THE MANAGER

Manager as Team Leader Manager as Coach Manager as Supervisor (Traditional)

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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, 1994

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KNOWING YOUR TEAM AND THEIR BEHAVIOURAL STYLES

SESSION 4

THE DISC MODEL

• Steadiness
• Compliance
• Influence
• Dominance

D I S C

Outgoing Reserved People Orientated Task Orientated

1 2 3 4

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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

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DIRECT (DOMINANCE)

STRENGTHS CHALLENGES Take charge Decisive Efficient Determined Results focused Autocratic Impatient Insensitive Controlling Poor listener Reactive

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INFLUENCING (INFLUENCE)

STRENGTHS CHALLENGES Stimulating Enthusiastic Risk taker Driver Innovative Big Picture Manipulative Poor follow-up Ego driven Undisciplined Overlooks details Can take excess risks

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CONSCIENTIOUS (COMPLIANCE)

STRENGTHS CHALLENGES Thorough Serious Organised Detailed Rational Indecisive Aloof - unsociable Critical Avoids Issues Too much detail

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STABILISING (STEADINESS)

STRENGTHS CHALLENGES Team player Good listener Relationship oriented Friendly Conscientious Too agreeable Avoid conflict Not demanding enough Over committed Perfectionist

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COMMUNICATION STYLES

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37 38

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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

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STRESS SOURCES SIGNS OF STRESS RELIEVING THE STRESS

• 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

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STRESS SOURCES SIGNS OF STRESS RELIEVING THE STRESS

• 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

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STRESS SOURCES SIGNS OF STRESS RELIEVING THE STRESS

• 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

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TEAM DEVELOPMENT

SESSION 5

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

• HENRY FORD

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TEAMS AND HIGH PERFORMING TEAMS

• What is a team?
• What are the characteristics of a high performing team?

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TEAM DEVELOPMENT

Team Development Stages

• Forming
• Storming
• Norming
• Performing
• Adjourning

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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

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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

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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

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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

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TEAM DEVELOPMENT

Characterised by:

• Team establishes norms and practices

Behaviours

• Working together
• Sharing responsibility and information
• Cohesion, joking
• Social interaction and team spirit

Norming

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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

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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

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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

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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

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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

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YOUR TEAM

• What stage of development is your team currently in?
• Why?
• What is required to move it to the next stage?

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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

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DEVELOPING EFFECTIVE TEAMS

Lencioni’s Model: The Five Dysfunctions of a Team

Inattention to 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.

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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

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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?

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Building an effective team is not intuitive for many managers. You may need to specifically focus on developing your skills in this area.

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PROACTIVE SUPPORT OF STAFF AND MOVING THINGS FORWARD

SESSION 6

SKILL WILL MATRIX

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McCall, Lombardo, Eichinger 1996 67

70:20:10 DEVELOPMENT FRAMEWORK

Education 10%

Exposure 20%

Experience 70%

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SUPPORT METHODS

Training Coaching Mentoring

Coaching 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 2011 Mentoring is a personal developmental relationship in which a more experienced or more knowledgeable person helps to guide a less experienced

• r 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

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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

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WORKPLACE ACTION PLAN DISCUSSION

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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

PEOPLE MANAGEMENT SKILLS PROGRAM

DAY TWO

ACKNOWLEDGEMENT OF COUNTRY ACKNOWLEDGEMENT OF CARERS

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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

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AUTHORITY, POWER, ENGAGEMENT

SESSION 8

SOURCES OF POWER

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PERSONAL POWER

• Knowledge
• Perception
• Network (people)
• Social skills (style)
• Cultural intelligence

POSITIONAL POWER

• Authorisation
• Information
• Access to resources

WHAT DOES EMPOWERMENT MEAN?

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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?

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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?

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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

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CONFLICT AND YOU

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

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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

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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

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EXCELLENT COMMUNICATION

Are 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

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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

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ASSERTIVENESS

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

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When (non-evaluative) I get/become/feel… (no-blame description) I’d prefer/I need… (a description – not outcome advice)

EFFECTIVE FEEDBACK

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Describe

The behaviour/performance you have observed (factually)

Express/Impact

The positive and negative impact/s of the behaviour/performance (from your perspective)

Specify

How do you want the behaviour/performance to be changed

• r continued

Consequences

Describe 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,

• n 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.

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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 NEGOTIATION Compromises 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

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COMPETING COLLABORATING AVOIDING ACCOMMODATING COMPROMISING

CONCERN FOR OUTCOME 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

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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

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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.

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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 EXPLORATORY CONVERSATION

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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.

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WORKPLACE ACTION PLAN DISCUSSION

SESSION 10

WORKPLACE ACTION PLAN DISCUSSION

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 modules Two-day face-to-face workshop Online modules Workplace action plan implementation Half-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: Workplace action plan articulation Effective communication Conflict resolution Influencing and negotiation Presentation and facilitation Coursework: Workplace action plan 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

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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: HETI-management@health.nsw.gov.au P: (02 ) 9844 6136

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HETI Management Team

E: HETI-management@health.nsw.gov.au 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

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PEOPLE MANAGEMENT SKILLS PROGRAM

HALF-DAY FOLLOW UP WORKSHOP

WELCOME AND (RE) INTRODUCTIONS

SESSION 1

ACKNOWLEDGEMENT OF COUNTRY ACKNOWLEDGEMENT OF CARERS

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.

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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)

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IQ AND EI

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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)

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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

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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

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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?

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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

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EMOTIONAL STRENGTHS AND WEAKNESSES

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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

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REFLECTION

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Incident How did you feel? How did this effect the

• utcome?

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?

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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?

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PMSP BLENDED COURSE

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COURSE SUPPORT

HETI Management Development team can be contacted during business hours Monday – Friday. HETI Management Team E: HETI-management@health.nsw.gov.au P: (02 ) 9844 6136

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HETI Management Team

E: HETI-management@health.nsw.gov.au 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

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