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TimeActivityFacilitatorStudents09.00-09.30Set up Room4 x Tables of 5Flipcharts sheetsPost-it notes & MarkersName badgesSwitch on computer, PPT 09:30 Registration processParticipants will be asked to:sign incollect a badge Tea/coffee available Participants arrive – registration and refreshments09:30 – 10:00Welcome & introductionAgenda for the dayDiscussion: Update on where you up to? How are you?This workshop is focusing on moving forward as leaders equipping them with practical skills to help them do that ., ie focus on interviewing and selecting the right people and then raising their performance when its not optimum. Task 1: Exercise in pairs (10 mins) Discuss Q1. “What have you been able to try / change /do at work in your practice because of learning from the program?”Task 2: Seek feedback from the large groupTask3: Explain how you are planning to work together ie am whole group pm small groupsContracting revisited – today focus on inclusion, engagement and interaction? weeks into the programme Should have completed Introduction, Unit ‘s 8, 9Working together online Complete 2 meaningful contributions to each unitGet into pairs to discuss:- “What have you been able to try / change /do at work in your practice because of learning from the program?”10:00 – 11:00Interviewing skillsFocus now until lunch on interview skills.parts:Task 1: Interview tips & challenges people have experienced when interviewingQ.1. Has anyone completed unit 9? (Recruitment & Selection) What would be your key messages, tips or points they noted? or What do you think are important considerations when interviewing? Eg.,Good job description / Person specFamiliar with role your interviewing forGood questioning & listening skillsManaging bias conscious/unconsciousQ 2. Ask whole group what are they challenged by when it comes to interviewing?Work with facilitator to record feedback points on flip chartTask 2:Effective Questioning skillsQ3. What is the value of asking different types of questions?Identify different types of questions and pros and cons of each on flip chart, eg., Closed Questions, Open questions, Leading questions, etcTask 3: Listening skillsQ4. Why is it so difficult to listen when interviewing?Students to complete the questionnaire and share reflections.Students to work in pairs and arrange themselves as A & B & complete listening exercise. To take 2 mins each A & B remembering to swop over and to give them a time count.Between each exercise ask How did it feel , what happened to the talker, then swap and again debrief.It’s a very short exercise however demonstrates how it really feels to be listened to and not listened to.Reinforce that questioning & listening is really crucial to the processWhat Interview tips & challenges have you experienced when interviewing?What do you think are important considerations when interviewing?What are you challenged by when it comes to interviewing?What is the value of asking different types of questions?Offer pros and cons of each type of questioningWhy is it so difficult to listen when interviewing?Complete quiz on listening and identify items scored 2 or less what does that tell you about your listening skills?Work in pairs in listening exerciseTake part in debriefs & consider how it really feels to be listened to and not listened to.11:00 – 11:15 Break11:15 – 13.00Interviewing skillsOpportunity to practice interviewing and review their interview practices in their area and that they can focus on parts that they would like to improve on during the activity.N.B. Need to ensure the briefing of this exercise is taken seriously to ensure they make the most of the exercise.Need to work ideally in trios or pairs if numbers don’t work for trios.Explain that there are 3 roles in the exercise and although a role is involved not to role play rather to be themselves and that the observer is there to observe the interviewer not the interviewees answers.Provide JD and evidence based questions in appendix 3 and because it is generic they should be able to use their current role to answer questions as an interviewee and just add the dimension of what it would be like to take on a team leader role in their area, so that they can be themselves as much as possible. Remind people that the questions are NOT those they must use – however a useful resource to see how evidence based questions are constructed. Their job is to create their own questions which they might use.Each person will have 15 mins to prepare.Each practice interview will last about 20 mins – 10 mins practice followed by 10 mins for feedback and debriefing.Just before you start – check in on several things:That everyone understands the three rolesThat this isn’t about finishing the process as quickly as possible and getting it over with! We know they’re great at getting things done – but that’s not the point hereSuggest they start each round with the interviewer talking with the observer about what they’d like to practice/focus on/get feedback onFinally – we think it’s important as facilitators to rotate around, and sit in on the groups. It keeps them honest, and helps keep them on task and track. This might be more hands-on than you might normally work, but please do on this occasion. Our observations from the first run is that this amount of self-managed time is a stretch for some of the trios. Listen to the briefing exercise Identify triosRead the briefing on the exercise and explanation of role.Read the JD and evidence based questions for information and develop their own questions. Prepare for 15 mins.Identify roles and time keeper and Undertake interview exercise for each member of the trio to get the opportunity to interview.Observer to lead the feedback part of the exercise. 13.00 -13.45Lunch13:45- 14.15 Improving Performance through meaningful conversations and feedbackImproving Performance through meaningful conversations and feedbackTo enable people to have difficult conversations with individuals where performance needs improving, using structure and feedback effectively. An additional help into this is getting people to consider if they’re totally happy with every aspect of performance from every one of their team (tongue in cheek).Change of exercise – get 4 flip charts set up in the corners of the room. On each page, a vertical line splitting the page in 2.Split the group into 4, and ask each group to stand by a flip chart. There are several steps that now take place over the next 30 minutes.Step 1 - The first question to the group is, Q1. “why don’t people do what they are supposed to?”Ask groups to answer this question (neatly) on the left hand side of the flip chart (5-7 minutes).Step 2 – Review what you’ve got – and ask one or two in each group to tell a story/provide an example of someone they have known where this applies – but then ask them to dig deeper and think about WHY they were behaving in this way. Scribe those reasons on the left hand side of their flip chart as well.Step 3 – ROTATE the groups to another group’s flip chart. This time, the question is, “what is your leadership responsibility in response to the data on the left-hand side of the flip chart?” - scribe this on the right.Groups often need help in this, so have a scout around the 4 groups, ensuring that the groups are generating data on the right hand side which clearly links to their leadership responsibility, e.g. provide clarity around expectations, provide feedback, undertake one to ones, set goals.Step 4 – Ask people to take a mental and physical ‘step back’ from the flip charts. “What skills does this process tell you, that you are required to have as a leader, to improve the performance of your team?” Take some feedback around the room – in the first run of the workshop, we got diplomacy, self-awareness, and conflict awareness amongst others.Bluntly, how many things on the left hand side are really down to you as a leader anyway...?Run this promptly – you need to finish around 1415.To arrange themselves into 4 groups, and each group to stand by a flip chart.Consider the following questions:Q1 why don’t people do what they are supposed to?”Consider for 5-7 mins and record on the left hand side of the flip chart.Q2. For each group to review what they’ve got – and ask one or two in each group to tell a story/provide an example of someone they have known where this applies – but then ask them to dig deeper and think about WHY they were behaving in this way. - Scribe those reasons on the left hand side of their flip chart as well.Now rotate the groups to another groups flip chart.Q3. What is your leadership responsibility in response to the data on the left-hand side of the flip chart?” - scribe this on the right side of the flip chartQ4. Groups to take a mental and physical ‘step back’ from the flip charts. Consider “What skills does this process tell you, that you are required to have as a leader, to improve the performance of your team?” 14.15-14.30Performance scenarios and practiceMove on to discuss options to improve performance – 1415–1430.Draw up the horseshoe from workshop 2 on a flip chart, you don’t need to worry about the labels beyond ‘pull’ and ‘push’.Check that everyone remembers this.Ask the group to consider the leadership actions required for managing poor performance and where they fall on the horseshoe. Broadly, you’re getting the group to think about their options as a leader – sometimes managing poor performance is about using push techniques, making sure people have clear feedback about where they’re not performing, and the opportunity to do something about it. Other times pull techniques will come much more to the fore – seeking to understand what is going on for that individual so as to better understand what options are available to change their behaviour.This is a short facilitated conversation, you’ve got 15 minutes for it so a structure could be:Consider the actions you’ve listed through the flip chart exercise. Where on the horseshoe do they fall?What as a leader do you need to do to be great at ‘pull’ (ask open questions, build rapport, work on trust etc.)?What about push? This is often about giving clear feedback. Get the group to discuss tips for giving feedback.Group to consider the leadership actions required for managing poor performance and where they fall on the horseshoe. Consider the actions you’ve listed through the flip chart exercise. Where on the horseshoe do they fall?What as a leader do you need to do to be great at ‘pull’ (ask open questions, build rapport, work on trust etc.)?What about push? This is often about giving clear feedback. Group to discuss tips for giving feedback.14.30- 15.00Performance Improvement Scenarios and PracticeTo offer a practical opportunity to explore some different scenarios that require leadership action and to provide the opportunity for people to receive input from each otherIntroduce the CEDAR model from their unitIn pairs consider someone in their team who they know is not performing as they would like.The brief is to use everything they have learnt so far – with a focus on the day today – and the skills they’ve identified leaders might need to raise performance to have a discussion with their colleague in the pair about this person. If you can push them, encourage them to really work out how they might work with this person or what conversation they may have with this person using the CEDAR model– you could even get them to role play it. If they don’t have someone whose performance they are concerned about they could use appendix 1 feedback scenarios to choose from and use the CEDAR model to scope out a conversation as practiceThey have 10 minutes each – encourage them to use it to go deep and specific about individuals. How has today informed their thinking about what they can do to raise the performance of this person?Debrief – through to 1500 (flex it depending on the time you have available).Summarise that although it can sometimes feel intimidating to have to manage a performance issue, it will get worse, over time, if it is not dealt with. Emphasise that sometimes we need to consider how to leverage high performance - just because your staff may be performing at a high level, doesn’t mean that they don’t require feedback to help them and encourage them, as well as needing to help others improve performance.Conclude with a plenary summary of what the skills are for managing performance and giving feedback (slides or flipchart):Focus on the situation, issue, or behaviour and its impactStick to the facts and avoid expressing personal opinionsBe specific and provide examplesAvoid generalisationsAsk open-ended questionsListen actively and check your understandingChallenge your own assumptions and keep an open mindAdopt a constructive and supportive toneUse positive language, such as “improvement” or “achievement” rather than negative words such as “failure” or “weakness”Focus on the future and improvementCheck for understanding, ask the employee to summarise back to you the issues and actionsWhat else?In pairs consider someone in their team who they know is not performing as they would like.Use the CEADR model to work out their approach to the conversation to address feedback on their performance (10 mins each person)Take part in the debrief and summary of what skills are for managing performance and giving feedback15.00-15.15Break15.15- 15.45My future development- leading to my successMy Future Development – leading to my successTo give concentrated time to focus on what next. Very short brief, just set the scene a little – we’re nearly at the end of Mary Seacole so it’s important to take some time to think about what this means for you and where you want to take your development journey next. ‘We’re going to do an exercise to get you thinking about what the future has in store – and what you’re going to need to do to get there.’This is going to happen in stages - brief each stage in as you go rather than the whole thing in one.Start by asking them to take 5 minutes to work on their own. Tell them that the room is going to become a timeline, designate one end of the room as 12 months from now, ask them to all walk to that end of the room, taking their journals and a pen with them. It can be helpful to get them to start this exercise sitting or standing quietly with their eyes closed as you ask them some questions (be careful to pace this slowly so they get a decent amount of thinking time):‘So here you are in XXXXX [insert month/year], [add in something here that reflects the time of year, e.g. it’s November 2017, the nights have started drawing in, there’s a chill in the air and you’re sitting at work one afternoon, taking a moment for yourself] - what have you achieved? What difference have you made to the service you work in? How has your practice as a leader changed? What or who has helped you get where you are now?’Ask them to open their eyes and make a few notes in their journal.Next, ask them to get into pairs and share their thoughts, get them to talk in the present as if it really is 12 months in advance so ‘I have done’ rather than ‘I will have’.‘Now we’re going to use this clever time portal room to travel forward 6 months’ - ask them to walk to the middle of the room - ‘So look at your final destination, and look at where you are today. What will you have done by this stage in terms of your own practice and development to get you to your successful point 12 months from now?’ - Ask them to make some notes and then share with a partner.‘Let’s return to the present’ - ask them to walk to the end of the room opposite where they started. Again, guide them through a short reflection. ‘Have a look at the journey you’ve been on – the journey you will be taking over the next 12 months. What is it that you need to do in the coming days and weeks to set you off on that journey? What commitments do you need to make to yourself now? Who else do you need to involve at this stage?’ - get them to write some notes in their journal and, if time, share with a partner. -Make sure you keep a careful check on time so the group will be ready to join the main plenary at 15:45Take 5 minutes to work on their own. Walk to the end of the room designated as 12 months from now, taking their journals and a pen with them. Sit or stand quietly with their eyes closed and listen to the questions;Consider:What have you achieved?What difference have you made to the service you work in?How has your practice as a leader changed? What or who has helped you get where you are now?’Open their eyes and make a few notes in their journals.Arrange selves in pairs share their thoughts, get them to talk ‘in the present’ as if it really is 12 months in advance so ‘I have done’ rather than ‘I will have’.Walk to the centre of the room which is 6 months from the date of the workshop and look at their final destination, and look at where you are today. What will you have done by this stage in terms of your own practice and development to get you to your successful point 12 months from now?’ –Make some notes and then share with a partner.Walk to the end of the room opposite to where they started (ie todays date). ‘Look at the journey you’ve been on – the journey you will be taking over the next 12 months. What is it that you need to do in the coming days and weeks to set you off on that journey? What commitments do you need to make to yourself now? Who else do you need to involve at this stage?’ – Write some notes in their journal and, if time, share with a partner. 15. 45-16.15/30Plenary & CloseTo bring the day and face to face series of days to a close. To enable people to reflect on their experience of the day and the program as a wholeQ1 Light debrief- How did the process help?Q2. What was it like projecting their success into the futureGive out documents on assignment submissionQ3. Any questions regarding the assignment or clarity about how they complete the program?Q4. What would they like to say to each other/ what final reflections would they like to offer to bring this part of the program to a fitting close? Let this emerge organically. Don’t force it and don’t require everyone to say something. 3 or 4 would be fineOnce finished thank them for their time and contributions ask them to complete the evaluation formReflect on the process / exercise on future success look likeHow did the process help?What was it like projecting their success into the futureAny questions regarding the assignment or clarity about how they complete the program?What would they like to say to each other/ what final reflections would they like to offer to bring this part of the program to a fitting closeStudents to note documents circulated on how to submit their Assignments and consider any questions / clarity about their assignment and or completing the courseComplete the evaluation form ................
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