Quality Staff for Quality Programs

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Quality Staff forQuality Programs

• Sarah Jonas Madelyn Gonzalez
• The Childrens Aid Society
• National Technical Assistance Center
• for Community Schools

The After School Experience Albany, NY May 27,
2009
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Objectives

• Identify staff issues and barriers to effective
  staff supervision
• Learn a model for supervising staff that is
  adaptive and need-based
• Apply the model to real supervision scenarios and
  case studies
• Review and share key strategies for effective
  supervision of staff

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Supervision

• What are your issues/challenges related to
  supervising staff?
• How does your organizational/site culture affect
  your staffs ability to be effective (or your
  ability to be an effective supervisor)?
• What makes a supervisor effective?

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Situational Leadership II

• A model for developing individuals, over time, so
  they can reach their highest level of performance
  on a specific goal or task
• Opens up communication - increases the frequency
  and quality of conversations about performance
  and development
• Helps your staff develop competence and commitment

Kenneth Blanchard
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Developmental Level Two Factors

• Competence demonstrated task-specific knowledge
  and skills
• Commitment motivation and confidence

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The 4 Developmental Levels

• D1 - Low Competence, High Commitment
• D2 - Some Competence, Low Commitment
• D3 - Moderate to High Competence, Variable
  Commitment
• D4 - High Competence, High Commitment

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D1 - Enthusiastic BeginnerLow Competence, High
Commitment

• New to the goal or task inexperienced
• Eager to learn willing to take direction
• Enthusiastic, excited and optimistic
• Dont know what they dont know, so may do the
  wrong thing
• Confidence based on hopes and transferable
  skills, not reality

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D2 - Disillusioned LearnerSome Competence, Low
Commitment

• Has some knowledge and skills not competent yet
• Frustrated may be ready to quit
• Discouraged, overwhelmed and confused
• Developing and learning needs reassurance that
  mistakes are part of the learning process
• Unreliable, inconsistent

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D3 - Cautious PerformerMod. to High Competence,
Variable Commitment

• Is generally self-directed but needs
  opportunities to test ideas with others
• Sometimes hesitant, unsure, tentative
• Not always confident self-critical may need
  help in looking at skills objectively
• May be bored with goal or task
• Makes productive contributions

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D4 - Self-Reliant AchieverHigh Competence, High
Commitment

• Recognized by others as an expert
• Consistently competent justifiably confident
• Trusts own ability to work independently
  self-assured
• Inspired inspires others
• Proactive may be asked to do too much

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Five Key Questions to Assess Developmental Level

• What is the specific goal or task?
• How strong or good are the individuals
  demonstrated task knowledge and skills on the
  goal or task?
• How strong or good are the individuals
  transferable skills?
• How motivated, interested, or enthusiastic is the
  individual?
• How confident or self-assured is the individual?

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Developmental Levels
D1 Enthusiastic Beginner Low Competence High Co
mmitment
D2 Disillusioned Learner Some Competence Low Co
mmitment
D3 Cautious Performer Mod to High Competence Va
riable Commitment
D4 Self-Reliant Achiever High Competence High C
ommitment
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Leadership StyleCombining Two Behaviors

• Directive Behavior involves telling people what
  to do, how to do it, when to do it and closely
  monitoring their performance
• Facilitative Behavior involves listening to
  people, providing support and encouragement for
  their efforts, and then facilitating their
  involvement in problem-solving and decision-making

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FOUR LEADERSHIP STYLES
(High)
High Directive and
High Supportive and
High Supportive
Low Directive
Behavior
Behavior
S U P P O R T I V E B E H A V I O R
S2
S3
S1
S4
Low Supportive and
High Directive and
Low Directive
Low Supportive
Behavior
Behavior
(High)
(Low)
DIRECTIVE BEHAVIOR
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S1 - Directing StyleHigh Directive, Low
Supportive

• Leader provides specific direction about goals,
  shows and tells how, and closely tracks
  performance
• Frequent feedback on results
• Orienting, prioritizing, teaching monitoring

S2
S3
S U P P O R T I V E
S1
S4
D I R E C T I V E
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S2 - Coaching StyleHigh Directive, High
Supportive

• Leader explains why, solicits suggestions,
  praises good behavior
• Continues to direct goal or task accomplishment
• Explaining/clarifying, redirecting, praising,
  encouraging

S2
S3
S U P P O R T I V E
S1
S4
D I R E C T I V E
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S3 - Supporting StyleLow Directive, High
Supportive

• Leader and follower make decisions together
• Role of leader is to facilitate, listen focus of
  control shifts to follower
• Asking, listening, collaborating, appreciating,
  reassuring

S2
S3
S U P P O R T I V E
S1
S4
D I R E C T I V E
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S4 - Delegating StyleLow Directive, Low
Supportive

• Leader empowers individual to act independently
  with appropriate resources to get job done
• Allowing, trusting, acknowledging, challenging

S2
S3
S U P P O R T I V E
S1
S4
D I R E C T I V E
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Situational Leadership II Model
LEADERSHIP STYLES
High Directive and
High Supportive and
High Supportive
Low Directive
Behavior
Behavior
S2
S3
S1
S4
Low Supportive and Low Directive Behavior
High Directive and Low Supportive Behavior
DEVELOPMENTAL LEVELS
D3
D4
D2
D1
Self-Reliant Achiever
Cautious Performer
Disillusioned Learner
Enthusiastic Beginner
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Develop Your Staff into Superstars

• Tell Them What You Want Them to Do
• Show Them What You Want Them to Do
• Let Them Try There is Some Risk
• Let Them Fly

Build your staff members Development Levels so
you can start using less time-consuming
Leadership Styles (S3 and S4) and still get high
quality results.
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Key Strategies for Daily Supervision of Staff

• What are some strategies or practices that you
  have found are successful in terms of supervising
  your staff?

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Key Strategies for Effective Supervision of Staff

• Make staff meetings an opportunity for leadership
  development, not just business
• Hold individual meetings with staff to provide
  feedback/coaching
• Role model what you expect from staff
• Use teachable moments to guide staff
• Be consistent
• Reward, recognize and incentivize staff to keep
  them motivated

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Ways to Reward, Recognize and Incentivize Staff

• Shout-outs
• Employee of the month
• Site Coordinator for a Day
• Celebrations (holiday, end of year)
• Promotion/title change/lateral moves
• Public praise
• Comp time/Flex time/ Paid time for personal
  emergencies
• Acting as peer trainers
• Participation in professional development
• Prizes (gift certificates, game tickets, etc.)

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Contact Information

• Sarah Jonas
• Community Schools Consultant
• The Childrens Aid Society
• National Technical Assistance Center
• for Community Schools
• Tel [phone]
• Email sarahj_at_childrensaidsociety.org
• URL www.childrensaidsociety.org