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AmeriCorps Retention Workshop
 

AmeriCorps Retention Workshop

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Retention Workshop

Retention Workshop

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    AmeriCorps Retention Workshop AmeriCorps Retention Workshop Presentation Transcript

    • Q. Consulting Group AmeriCorps Program Directors Meeting 3C Approach to Retention C ommitment to program goals, C onflict Resolution, & C oaching Antonio Q. Meeks, Facilitator Copyright © 2010 by Q. Consulting Group
    • AmeriCorps Retention Workshop
      • “ How to Get the Corps you Deserve; Dealing with Sensitive Issues/Problem Members”
    • Workshop Objectives
      • Participants will gain information on how to motivate members by focusing on program goals
      • Participants will increase their knowledge of task and relationship leadership styles
      • Participants will assess their leadership style
      • Participants will observe or practice effective ways of managing conflicts
      • Participants will practice making good leadership decisions through case studies
      • Participants will observe or practice the art of coaching to increase retention
      • Participants will engage in peer-to-peer learning with other program directors
    • Explore leadership
      • What is leadership?
      • Why is leadership important?
      • What does it mean for you to be an AmeriCorps Leader?
    • Define Leadership: Leadership is a process whereby an individual influences others to achieve a common or shared goal.
    • Tenets of Leadership
      • Leadership is a process;
      • Leadership involves influence;
      • Leadership occurs in a group context
      • Leadership involves goal attainment
    • What’s your leadership style? Leadership Assessment
    • Scoring Interpretation
      • 45-50 Very High Range
      • 40-44 High Range
      • 35-39 Moderately High Range
      • 30-34 Moderately Low Range
      • 25-29 Low Range
      • 10-24 Very Low Range
    • Style Leadership Approach
      • Emphasizes the leader’s behavior
      • Focuses on what leaders do and how they act
      • Centers on two types of behaviors: tasks and relationships
    • Task behaviors Concerned with accomplishing goals Help group members achieve their goals
    • Relationship behaviors Help people feel comfortable with themselves, with others, and with the situation in which they find themselves.
    • Leadership is about building relationships and accomplishing tasks!
    • Considering leadership as a relationship:
      • What do people want from that relationship?
      • What do people look for and admire in a leader?
      • What leaders come to mind?
    • What tasks are associated with leadership?
    • Situational Approach
      • Developed by Hersey & Blanchard (1969) based on Reddin’s (1967) 3-D Management Style Theory
      • Focuses on leadership in situations
      • Different situations demand different kinds of leadership
      • Effective leadership requires adaptation to different circumstances
    • Situational Approach Continued
      • Leadership is composed of both a supportive (relationship) and directive (task) behaviors
      • Involves employee evaluation
      • Leader must match her/his style to the competence and commitment of subordinates
    • Situational Leadership II The Four Leadership Styles
    • 4 Situational Leadership Styles
      • (S1) Directing - high directive-low supportive
      • (S2) Coaching – high directive-high supportive
      • (S3) Supporting – high supportive-low directive
      • (S4) Delegating – low supportive-low directive
    • (S1) Directing, high directive & low supportive behavior
      • Leader focuses on goal achievement
      • Spends less time using supportive behaviors
      • Gives specific instructions about what and how goals are to be achieved
      • Specifics on assignments i.e. who does what
      • Requires careful supervision
    • (S2) Coaching, high directive & high supportive behavior
      • Leader focuses on both achieving goals and meeting subordinates’ socio-emotional needs
      • Gives subordinates encouragement
      • Solicits input from subordinates
      • Makes decisions on what and how goals are accomplished
    • (S3) Supporting, high supportive & low directive behavior
      • Leader uses supportive behaviors and goal focus
      • Involves listening, praising, asking for input, and giving feedback
      • Gives subordinates control of day-to-day decisions but remains available for problem-solving
      • Gives recognition and social support
    • (S4) Delegating, low supportive & low directive behavior
      • Leader offers less input on tasks and less social support
      • Less involvement in planning, control of details, and goal clarification
      • Gives staff responsibility for getting the job done the way they see fit
      • Delegation
    • Development Levels “ The degree to which subordinates have the competence and commitment necessary to accomplish a given task or activity.” (Blanchard et al., 1985)
    • Development Levels
      • D1 – low in competence, high in commitment
        • New to a task, do not know how to do it, yet excited about the challenge
      • D2 – some competence, low commitment
        • Started to learn the job but have lost some initial motivation
      • D3 – moderate to high competence, but may lack commitment
        • Have skills but uncertain about their ability
      • D4 – highest development i.e. high competence and high commitment
        • Have the skills and motivation
    • How the Situational Approach Works “ The situational approach is constructed around the idea that employees move forward and backward along the development continuum, which represents the relative competence and commitment of subordinates. For leaders to be effective, it is essential that they determine where subordinates are on the development continuum and adapt their leadership styles so they directly match their style to that development level.”
    • Case Studies Read the assigned case study and answer the questions as a group. Be ready to explain your decisions to the large group.
    • 3C Approach to Retention
      • Commitment to program goals
      • Conflict Resolution
      • Coaching
    • Commitment to program goals
      • Goal development should be a team effort
      • Member orientation should always involve goal setting
      • Goals should be shared
      • Everyone should buy-in to program goals
      • No meeting should take place without referring to goals
      • Member management by goals
    • Conflict “A struggle between people with opposing needs, beliefs, values, or goals
    • Conflict Management
      • Fight or Flight?
      • Conflict is inevitable, but the outcome is based on intervention
      • Conflict management is an integral to high-performance teams
      • All conflicts cannot necessarily be resolved
      • Involves self-awareness and effective communication skills
      • Learning negotiation skills and establishing non-negotiables
    • 5 ways to address conflict
      • Competing
      • Avoiding
      • Accommodating
      • Compromising
      • Collaborating
    • Coaching “The art of giving and receiving effective feedback”
    • What is coaching? Helping someone else expand and apply skills, knowledge, and abilities. It involves teaching, motivating, empowering, and listening to others so they can take action on specific tasks. (Coaching by Chen, 2003)
    • Who are some great coaches?
      • Pat Summitt
      • Phil Jackson
      • Claude “Butch” Harmon
    • Four Roles of Coaches
      • Guide
      • Teacher
      • Motivator
      • Mentor
    • Coach as Guide
      • Defining success
      • Creating a vision
      • Setting goals
      • Action planning
      • Evaluating progress
    • Coach as Teacher
      • Transferring knowledge or skills
      • Facilitating learning
    • Coach as Motivator
      • Helping to find meaning in work/tasks/assignment
      • Building confidence
      • Identifying reinforcing consequences
      • Providing praise and support
    • Coach as Mentor
      • Providing real life experiences
      • Sharing your story
      • Directing but not dictating
      • Being a positive example
      • Showing transparency
    • Effective Feedback The process of exchanging concrete, helpful, and timely feedback within a trusting relationship.
    • Qualities of effective feedback
      • Concrete
      • Helpful
      • Timely
      • Behaviorally specific
      • Useful
      • Clear
    • Conditions for effective feedback
      • Trusting relationship
      • Honesty and openness
      • Linked to performance
    • Giving Effective Feedback
      • Use positive body language
      • Identify successes and specific strengths
      • Identify areas for growth
      • Use Up/Down/Up Method
      • Reach a mutual understanding of the situation/performance
    • Receiving Effective Feedback
      • Use positive body language
      • Ask for specifics if too general
      • Agree if feedback is accurate and helpful
      • If you don’t agree
        • Accept as accurate indication of the observer’s perceptions
    • 10 Commandments of Leadership
      • People are illogical, unreasonable and self-centered.
        • Love and trust them anyway.
      • If you do good, people will accuse you of selfish ulterior motives.
        • Do good anyway.
      • If you are successful, you will win some false friends and true enemies.
        • Be successful anyway
      • The good you do today will often be forgotten tomorrow.
        • Do good anyway
      • Honesty and frankness will make you vulnerable
        • Be honest and frank anyway.
    • 10 Commandments continued
      • The biggest people with the biggest ideas can be shot down by the smallest people with the smallest ideas.
        • Think big anyway.
      • People favor underdogs, but follow top dogs.
        • Fight for the underdog anyway.
      • What you spend years building can be destroyed overnight.
        • Build anyway.
      • People really need help, but may attack you if you do help.
        • Help people anyway.
      • Give the world the best you got and you may get kicked in the teeth.
        • Give the world the best you have anyway!
    • Transfer of Learning
      • What did you learn as a result of this training?
      • What will you do differently when you get back to your office?
      • What new leadership style will you incorporate?
      • What will you stop doing as a result of your training?
    • Questions?
    • Resources
      • Bolman, L. & Deal, T (2003). Reframing Organizations (3 rd edition)
      • Kouzes, James and Posner, Barry (2007). The Leadership Challenge (4th edition)
      • Moore, C., “How Mediation Works” in The Mediation Process: Practical Strategies for Conflict Resolution
      • Northouse, Peter (2007). Leadership Theory and Practice (5th edition)
      • Phillips, Patricia (2002). Retaining Your Best Employees (In Action Case Studies Series)
      • Resource Center, CNCS
    • Q. Consulting Group Antonio Q. Meeks Founder & Senior Consultant 615.473.2494 [email_address] www.qconsultgroup.com Providing Training & Technical Assistance