THE DON IN LTC Supporting an Endangered Species

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THE DON IN LTC Supporting an Endangered Species

• Janet Dykstra, MS, RN, CDONA-LTC
• Edie Cassel Walters, MBA, RN, NHA

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II. COACHING, QUARTERBACKING AND CHEERLEADING
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YOU AND YOUR TEAM

• Exercise
• Rate your team

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DELEGATION AND SUPERVISION

• Accountability
• Response ability
• Owning the problem/issue
• Closing the loop

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DELEGATION AND SUPERVISION

• Delegate to entrust to another, the act of
  empoweringTo whom do you delegateWhat do you
  delegateHandout II A Delegation

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DELEGATION AND SUPERVISION

• Liabilities in Delegation
• Assigning tasks not within the employees scope
  of practice
• Delegating to staff not trained to do the task
• Failing to correct incompetent performance
• Allowing known incompetent or dangerous employee
  to work

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DELEGATION AND SUPERVISION

• Handout IIB Why employees dont do what they
  are supposed to do
• Do problems just go away?
• Isnt it a choice of when you handle things,
  rather than if?

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DELEGATION AND SUPERVISION

• ENCOURAGING CHANGE IN EMPLOYEE BEHAVIOR
• Describe the behavior
• Describe its impact on employee/client/ team
• Listen to the response
• Define acceptable behavior
• Identify together ways to change behavior

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DELEGATION AND SUPERVISION

• ENCOURAGING CHANGE IN EMPLOYEE BEHAVIOR
• Ask what help the employee needs to change
• Recognize and reward acceptable behavior

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DELEGATION AND SUPERVISION

• 7 Reasons CNAs refuse assignments
• Too many masters
• Rigid assignment schedules
• No priority system
• Disrespect
• Dashed expectations
• Boring or unpleasant assignments
• Poor feedback

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EXPECTATIONS AND ACCOUNTABILITY

• The importance of setting expectations
• Interview
• Orientation
• Evaluations
• Disciplinary process
• EVERY DAY

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EXPECTATIONS AND ACCOUNTABILITY

• Dont expect people to know what you expect if
  you dont tell them!
• Some people were born accountable the rest need
  you to hold them accountable!
• If you dont, its as much your failure as it is
  theirs.

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EXPECTATIONS AND ACCOUNTABILITY

• INSPECT WHAT YOU EXPECT
• Monitoring Performance
• Direct observation
• Spot checks
• Verbal feedback
• Interviews (clients, co-workers, others - careful
  on this one!)

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CONFLICT

• Conflict is inevitable people have different
  values, ideas and perceptions
• Clarify the situation
• Repeat what you heard
• Listen
• Ask what you can do

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CONFLICT

• CONFLICT
• Acknowledge both feelings and facts
• Empathize
• Avoidance doesnt solve the problem
• HANDOUT II C HANDLING CONFLICT

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CONFLICT

• CONFLICT DIFFICULT PEOPLE
• STEAMROLLER (agressors)
• SNIPER (passive-aggressive)
• SUPER-AGREEABLE (yes people)
• WET BLANKET (negative energy zappers)

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CONFLICT

• CAUSES INCLUDE
• Poor communication
• Seeking power
• Dissatisfaction with management style
• Weak leadership
• Lack of openness
• Change in leadership
• Others?

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CONFLICT

• Handling an emotionally charged situation
• Be calm - listen
• Be non-judgmental
• Remove participants to a private place
• Dont interrupt or argue
• Clarify the problem
• Formulate a problem statement

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CONFLICT

• Handling an emotionally charged situation
• Help both sides generate solutions
• Allow participants to choose their own solutions
• Restate the solution
• Get commitment
• Create a contract
• ROLE PLAY

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CONFLICT

• NO-NOs DO NOT
• DENY no one has ever complained
• ARGUE no, you didnt tell me that
• BLAME Its not my fault, if Lee would just do
  his job
• USE CLICHES Thats the way it is Its not
  my decision There is nothing I can do

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COMMUNICATION

• I know you think you understand what you
  thought I said, but Im not sure that what you
  heard is what I meant

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COMMUNICATION

• Components
• 7-8 Words
• 38 Tone of Voice
• 55 Body language
• At least 80 of your day is spent communicating!
• 45 Listening
• 30 Speaking
• 15 Reading
• 10 Writing

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COMMUNICATION

• SO, what is the
• 1
• communication problem???

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COMMUNICATION

• HANDOUT II D - Keys to Effective Listening and
  Barriers to Communication

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COACHING

• WHY MANAGERS FAIL AS COACHES
• Fail to understand that management is getting
  things done through others
• Their success or failure reflects on you
• Fail to recognize the I now pronounce you a
  manager dilemma
• Fail to recognize that you need them more than
  they need you
• Fail to control own emotions

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COACHING

• WHY MANAGERS FAIL AS COACHES
• Accepting reasons, stories and excuses
• Fail to understand the cost of replacement vs.
  the cost of coaching
• Fear of confrontation
• Fail to know how to help

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COACHING

• WHY MANAGERS FAIL AS COACHES
• Micromanage
• Why? Fear/anxiety/job insecurity/control freak
• Result?
• Dependency, fear, inefficiency
• Unwilling to raise important issues
• Decreased initiative and teamwork (no
  interdependency)
• Task orientation
• Wait for direction
• Hide mistakes
• Turnover

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COACHING

• Micromanage
• Cure
• Clear staff roles and responsibilities
• Clear expectations
• Take the risk of delegation
• Accountability responsibility and authority
• Focus on goals
• Open interaction
• There is an opposite extreme!

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COACHING

• Types
• Structured
• Opportunistic
• The coaching process
• HANDOUT II E THE COACHING PROCESS

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COACHING

• Coaching isnt just for problem children!
• Coaching on hire
• 30 day evaluations
• On-going observation and feedback
• Commendation, correction, discipline
• Evaluations
• Special project or Rising Star

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COACHING

• Face to face meetings should
• Be private (witnesses only as part of the
  discipline process)
• Be uninterrupted
• Not be rushed
• Dont start if everyones emotions are not under
  control
• Be specific

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COACHING

• Face to face meetings, continued
• Include the whys and logic of the desired
  performance
• You should know what you want the outcome to be
  before you start
• About Follow-up
• If the person is doing what they should
• Give feedback
• Reinforce good performance

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COACHING

• About Follow-up
• If not
• Give feedback
• Find out why
• Remove obstacles
• Set priorities
• Teach
• Manage consequences
• What if I coached and there was no change
• The role of discipline
• Making the tough decisions

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COACHING

• Characteristics of a winning coach
• Simplicity
• Confidence
• Passion
• Timing
• Uses gut

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COACHING

• 10 MUSTS FOR COACHING TO IMPROVE OUTCOMES

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COACHING

• You must accurately identify the behavior change
  you need
• You must have identified that the employees
  behavior is the cause of the problem
• You must engage the employee in face to face
  discussion
• You must communicate specifically about the
  behavior, and assure that the employee understands

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COACHING

• You must communicate the why of the need for
  change
• Employees must understand that they are
  responsible for their own behavior
• The employee must perceive that your coaching is
  in his or her interest
• You must be walking the talk
• You must acknowledge and praise employee
  achievements
• Above all, you must be sincere in your efforts

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10 SURE-FIRE WAYS TO FAIL AS A COACH

• Communicate that you know best
• Establish the agenda on your own and change your
  meeting time and place frequently on short notice
• Do all the talking you have so much wisdom to
  share!
• Never ask what you can do for them how would
  they know?
• Punish them if they dont take your advice

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10 SURE-FIRE WAYS TO FAIL AS A COACH

• Remind the employee how lucky he is to have your
  attention
• Remind them frequently how much they have to
  learn
• Share information they dont need it makes you
  look knowledgeable and important
• Never show any personal weakness
• Never show humor

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COACHING

• Employees dont care how much you know until they
  know how much you care.
• Coaching is caring!
• Coaching improves people, which improves outcomes!

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EVALUATIONS

• A universal dread!
• Consider self-evaluations
• Timeliness matters
• Reflect the whole time period
• Consider successes and issues
• Use examples
• Goals, timelines, follow-up

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HANDLING YOUR PEERS

• WHAT IF THE PROBLEM IS IN ANOTHER DEPARTMENT?
• Straightforwardly dealing with your peers
• Pick your battles
• Come with helpful ideas
• Offer to help
• Document

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FIELDING A FULL TEAM

• Scheduling tips
• Self-scheduling
• Master Schedules
• Staff-centered schedules
• Resident-centered schedules
• Requests for time off
• Overtime and agency use

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FIELDING A FULL TEAM

• Managing lateness and absence
• Step 1 analysis
• Step 2 identification of problem employees
• Step 3 understanding the reasons
• Step 4 planning for improvement
• Step 5 - accountability

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BUILDING AND INSPIRING THE TEAM

• HANDOUT II F CHARACTERISTICS OF AN EFFECTIVE
  LEADER
• Understand who your team members are
• Teamwork is putting the good of the whole ahead
  of personal goals

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THE FIVE DYSFUNCTIONS OF A TEAM

• THINK ABOUT YOUR TEAM..
• Is there one member (or more) who inhibits the
  progress of the team?
• Think about your last team meeting
• Did someone dominate
• Did someone refuse to participate
• Was there unproductive conflict

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THE FIVE DYSFUNCTIONS OF A TEAM

• One untrusting or untrustworthy member of your
  team will, over time, render the team
  ineffective!
• Senior leaders who tolerate non-performers
  (technically, managerially, behaviorally)
  sabotage the team!

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LEADING THE TEAM

• TEAM DYNAMICS
• A TEAM IS several individuals
• Who share common interests, values, norms
• Who interact with each other regularly
• Actions have a stable or predictable character
• HANDOUT II G INDIVIDUAL STYLES

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LEADING THE TEAM

• Stages of the Team
• I Forming
• Begin search for members and roles
• Experience confusion
• Exhibit dependence on leader
• II Storming
• Resistant/distrustful
• Question the Leader
• Set unrealistic Goals

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LEADING THE TEAM

• Stages of the Team
• III Norming
• Identify with one another
• Believe they can work together
• Experience relief and enjoyment
• Arrive at consensus
• IV Performing
• Gain insight into selves and process
• Participate in constructive change
• Evaluate/re-form

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LEADING THE TEAM

• Does Your Team Have
• A clear and challenging purpose
• Members who have specific complementary skills,
  responsibilities and goals
• Leadership with high standards that supports the
  team and keeps in on track
• Long range and short range action plans
• Participation of all members
• Open and effective communication
• Mutual trust
• Decision making by consensus
• Recognition and rewards
• Empowerment of members

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LEADING THE TEAM

• HANDOUT II H General Colin Powells Management
  Rules
• Eight lessons on effective leadership

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• YOU ARE THE
• COACH
• QUARTERBACK
• CHEERLEADER
• ALL ROLLED INTO ONE! YOU HAVE THE POWER TO
  AFFECT YOUR TEAM AND EFFECT CHANGE!