PBS 201
Doing Business the PBS Way
Skill Set
Universal Language
• Find the language that communicates
where you are going.
• Language is visible and obvious
• What does your language say about your
organization?
We must provide an
environment that is healthy
enough for a life to happen.
(Dan Berkowitz)
Good Enough for Me?
GEM (Pomeranz)
Treat everyone as though they are who they
wish they could be. (Ghandi)
Strength Based Language
• Understand (behavior is always a
message)
Reframe
Squeeze
Taking a negative behavior and reframing it
in a positive way.
Best way to help someone change a
behavior is to first understand the reasons
behind the behavior.
Positive, Hope, and Strength
Based Reframe
• Understand the meaning behind the
actions
– Manipulative
– Obnoxious
– Not motivated/Lazy
– Always looking for Attention
– Stubborn
– Lies
• Reframing Exercise
Crucial Communication
•
•
•
•
•
What is crucial communication?
Why have it?
When should it happen?
How does it happen?
Tips and common language
Holding Crucial
Communications
•
•
•
•
Accountability and Communication
Create a supportive environment
Develop Mutual Purpose
Mutual Respect
Styles of Communication
Passive Style
• Withhold information
• Avoiding
• Masking feelings
– Sarcasm
– Sugar coating
• Withdrawing
Aggressive Style
• Dominating the
conversation
• Forcing
• Cutting others off
• Overstating or
embellishing
• Speaking in absolutes
• Labeling others as
insignificant
• Snide comments
• Threatening
• Belittling
Supportive Environment
• Look in the mirror
• Understand your own style when under
stress
• Separate the person from the problem
• Give the person you are addressing the
opportunity to have the conversation later
• The Four Agreements
1.
2.
3.
4.
Be impeccable with your word
Don’t take anything personally
Don’t make assumptions
Always do your best
Ground Rules for Success
• Address the person you have a conflict
with directly – not through someone else
• Wait until everyone is calm
• Know your role – listener or speaker
• Validate what you hear when you are the
listener
• When speaking, speak only for yourself –
not others
Understand your stories
• Each individual may perceive the same
information differently based on their own
experiences
• Our actions and reactions are based on
these perceptions
• Understand the path to action
Path to action
See/Hear
Tell a Story
Feel
Act
Using I Messages
• It allows defenses to be lowered
• It allows for communication of those
essential feelings
• Opens the door to more effective
communication
The formula for I messages:
When _____ happens, I feel _____ because
______. What I want or need is ______.
An example:
When you are late for work, I feel disrespected because I had to
stay late. What I would ask is that you be on time for work, and that
you call me if your are going to be late.
Write it down the first couple times!
Summary
• Effective management of conflict results
in:
1.
2.
3.
4.
5.
6.
Constructive airing of differences
Opportunities to develop creative solutions in a way that truly
engages people
Creates an opportunity for adaptive change
Increases the likelihood of cooperation
Increases levels of trust, personal safety and leads to respect
for all
Leads further to a culture of trust, accountability and
transparency
Exercise
• What is your style of communication?
– Normally?
– Under stress?
• What crucial communication needs to
happen in your organization?
• Who does this communication need to be
with?
Coaching
Best Practices
Best Practices
already occur
in your
organization!
Assure that
those
Best Practices
are pervasive
and constant!
It’s Your Choice
Pay me now
or
pay me later.
How are
you
investing
your time?
Oil
Coaching Motto
Don’t blame them!
Train them!
How many times
do I have to tell
you? Let Sue
dress herself!!
Why I Avoid Coaching
• Excuses why supervisors/clinicians
don’t coach:
#1 Staff say that I make them nervous standing
over them
#2 With all my other responsibilities I have no time
to coach
#3 I feel like I am intruding on the privacy of
the consumers
#4 The staff never do what I tell them anyway
#5 I’m concerned about offending the staff if I tell
them - ‘this is how you should be doing this or that’
#6 I’m here all the time - I know what’s going on
#7 WHAT’S YOURS?
1. A
Office (ôf'is)
place where supervisory
and professional staff hide.
Coaching Strategies
Prompt
Model
Support
Celebrate
Coaching Strategies
Prompt
Prompt Strategies
Prompt:
To suggest or
encourage a
desired response
through verbal
or physical
cueing.
Prompt
•Ask “Is there any
other way…?”
•Provide a glance
•Gesture
•Ask “What
do you think
we should
do?”
Coaching Strategies
Prompt
Model
Model Strategies
Model:
Someone or something (worthy
of imitation),
set before an
individual for
guidance or
imitation –
“walk the
talk!”
Model
•Show people how you
want them to act
•Set an example
by the way
you interact
with others
•Don’t just talk
the talk –
walk the walk
Coaching Strategies
Prompt
Model
Support
Support Strategies
Support:
To promote and advocate the interests
of an individual by
providing materials and
equipment and/or removing
administrative barriers
and obstacles.
“Jim, let’s check out
that electric wheelchair
so you can go to the
store by yourself.”
Support
•Provide resources
•Remove perceived
administrative
barriers
•Listen
•Provide emotional
support
Coaching Strategies
Prompt
Model
Support
Celebrate
Celebration Strategies
Celebration:
To stimulate
through
acknowledgement
or recognition;
to encourage the
heart and delight
in another’s
achievement.
Celebrate
•Thank people for
doing well
•Show appreciation
in concrete
and public
ways
Show Appreciation
Celebrate the efforts of staff by
providing:
A simple verbal “job well done”
A certificate for “going above &
beyond”
Special recognition in the
agency’s newsletter
A letter of commendation
for their personnel file
An informal thank you note
Oreo Cookie
When coaching defensive or
passive-aggressive staff, coach
them by sharing:
•A positive comment
•Issue of concern
•A positive
comment
This strategy is
disarming
Use Humor
The use of humor in coaching:
increases retention – memorable
enhances the learner’s receptivity
makes coaching fun
The CIA will be here
in one hour to dust for
fingerprints. Hopefully
they will not find your
fingerprints on anything.
If what we say is not
memorable – it won’t
be remembered.
Trans-Generational
Employees Don’t
Employees don’t leave their
jobs – they leave their supervisors.
Don’t forget who’s
the boss!
The Boss
“So what
did the
boss
have to
say?”
Pass It On
The sensitivity demonstrated by
supervisors is the primary factor
influencing the quality of the
relationship between support staff
and the individuals they support.
What type of
“emotional
climate” are
you creating
by your
behavior?
Collegial Support
The presence of supervisors,
managers and clinicians as
coaches helps nurture a
collegial environment, a
team spirit. Such an
environment is
one of TRUST,
where staff can
count on each other
to provide support
when needed.
Onsite Coaching Strategies
Have a presence
Make coaching a scheduled event
The schedule of managers/supervisors
and clinicians is dictated by the training
needs of staff and the clinical
needs of those supported:
- develop your work schedule, so
your personal life comes first
- The number of hours worked does
not determine your effectiveness –
it’s when you work them!
Coaching-Remember
As a supervisor, manager or
leader, you are always coaching
and you can’t avoid being closely
watched.
Exercise
• How does your agency currently use
coaching?
• What coaching training do you currently
provide your supervisors?
• How do you reinforce/sustain coaching?
• How do you currently coach?
• What do you need to do to build your
coaching style?
Team Building
• Exercise
Team Building
• Ownership at all levels
• Teams should be empowered, and
understand what they are responsible for
• Role Clarification
• Work Style, and success defined by Team
• Members accountable to each other for
achieving goals and team performance.
Types of Teams
Know what type of team you have
5 Types of teams (Geery Howe; Vision to Action)
1. Learning or Study Teams: exploring a problem and looking for
many solutions. Teacher as leader.
2. Just Do It teams: Have a specific goal and are disbanded once
it is accomplished. Needs an empowered team leader
3. Extended Action Teams: Complex problem or problems over
course of work. Needs structure, empowered leader, and a
sponsor to advocate at the senior level.
4. Linear Teams: Performs routine tasks over time. Needs clear
roles and expectations
5. Parallel Teams: Similar definition of purpose and problem.
Needs common language, empowered members, and strong
communication between teams
Team Pitfalls
According to Patrick Lencioni the Five
Dysfunctions of a Team are
1) Absence of Trust
2) Fear of Conflict
3) Lack of Commitment
4) Avoidance of Accountability
5) Inattention to Results
Be aware of where your team is.
To function well, teams must:
• Trust enough to be vulnerable and share openly
• Overcome artificial harmony and say what they
really think.
• Commit to the team and its purpose
• Hold high standards and not accept less
• Understand what results are desired and track
progress
• Set aside Ego and Status for Team outcomes
Building Trust
• Find ways for team members to have
shared experiences
• Build understanding of the attributes of
each team member
• Help members get to know each other
• Help teams build a common language
• Multiple experiences of credibility and
accountability
• Leader demonstrate vulnerability first
Delegation
Assumptions we make
• We assume the person being delegated to knows
what the problem is (what needs to happen). This
may NOT be the case.
• We assume the person can break down the task in
the steps that it needs to happen. This may NOT
be the case.
• We assume they have the positional power to
make it occur. This is often NOT the case.
• We assume they know how to measure their
progress. This is also usually NOT the case.
• We assume they know the difference it will make
when done successfully… are we seeing a
theme?
What the leader needs to do
• Know what the goals are with regard to
what is being delegated
• Know what the strengths are of the person
you are delegating to
• Know what role the person has with regard
to impacting change – do they have
positional power or informal power to
make it happen?
• Communicate the difference it will make –
give them the vision
Levels of Delegation
• Level 1 – the leader is giving direct control to
the person they are delegating to, to do what
is needed to get it done
• Level 2 – the leader is giving authority to only
change certain things (imperative that this is
identified at the time of delegation)
• Level 3 – the leader is giving authority only to
think about the problem and develop ideas to
address, but NOT to take action (again,
imperative that this is identified at the time of
delegation)