Mc connell pp_ch30
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Mc connell pp_ch30 Mc connell pp_ch30 Presentation Transcript

  • Umiker's Management Skills for the New Health Care Supervisor, Fifth Edition Charles McConnell
  • Chapter 30 Staff Development  
  • Career Development Programs
    • Development programs for employees benefit them by making them more versatile and thus more eligible for promotion, increasing their self-esteem, and injecting more interest into their jobs.
  • Educational Planning
    • Educational planning is most effective when it is tailored to fit individual needs. Some health care workers seek promotions to managerial positions; others prefer to advance professionally.
  • Self-Development
    • In the long run, career development is primarily self-development; management can make certain opportunities available, but the individual must be self-motivated to learn.
  • Educational Needs Assessment
    • What expertise is needed by the department, now and in the future?
    • What is needed by individual employees?
    • What is needed to bring old-timers up to date?
  • Educational Needs Assessment
    • What is needed to energize stalled or marginal workers
    • What is needed to make you dispensable?
    • How does the knowledge of employees compare with the skills needed in their field?
  • To Determine Training Needs
    • Ask human resources department for a list of performance deficiencies frequently documented in performance appraisals.
    • Review your department’s performance appraisals, looking for specific problems or training needs.
  • To Determine Training Needs
    • Observe the behavior of employees, especially interactions with customers and coworkers.
    • Study satisfaction surveys.
    • Keep abreast of legal and legislative issues that could lead to performance problems.
  • To Determine Training Needs
    • Review mission statement and values to learn what kinds of training can contribute to realization of long-term goals.
    • To assist you in deciding how well your current training program meets basic needs, answer the questions in Exhibit 30–1.
  • Development Options
    • orientation and on-the-job training,
    • in-service education, including the use of guest speakers and consultants,
    • workshops and seminars,
    • formal programs at educational institutions,
  • Development Options
    • job rotation and cross-training,
    • self-education,
    • books, journals, computers, audiotapes, and videotapes,
    • participation in any educational endeavor,
  • Development Options
    • special assignments,
    • committees and other special work groups,
    • assignments as trainers or instructors,
    • duties as coordinators or facilitators
  • Development Options
    • “horizontal promotions,”
    • temporary assignments at satellite facilities or elsewhere, and
    • substituting for absent employees.
  • Practical Career-Building Tips
    • Work on easier skills first to ensure early success.
    • Ask others to help.
    • Maintain a high ratio of praise to criticism.
    • Correct errors before they become habits.
  • Practical Career-Building Tips
    • Be patient. Expect plateaus in progress.
    • Serve as coach, facilitator, advisor, and cheerleader, not taskmaster.
    • Use adult training methods.
    • Encourage mentorship.
  • Mentoring
    • In mentoring, an experienced or influential person guides and nurtures an individual or a small groups of employees. Mentors teach protégés how to survive, thrive, and progress.
  • A counselor mentor is one who:
    • helps protégés make career decisions,
    • introduces them to the intricacies of political savvy,
    • enhances their sensitivity to organizational culture, and
    • helps them enlarge their personal network.
  • Creativity
    • Innovative creativity is the ability to come up with truly new ideas Inventors use innovative creativity. The creative person forms new patterns from many seemingly unrelated ideas.
  • Characteristics of Creative People
    • They possess innumerable bits of information that relate to the focal point of their interest.
    • They blot out what to them seems irrelevant or unimportant.
    • They are curious, open, and sensitive to problems.
  • Characteristics of Creative People
    • They are optimistic risk takers who like challenges and rarely talk about failure.
    • They often appear preoccupied.
    • They dislike rigid routines, monotonous tasks, restrictive policies, and bureaucratic interference.
  • Characteristics of Creative People
    • They tolerate isolation and ambiguity.
    • They value independence and autonomy.
    • They often enjoy the innovative process more than the results of the innovation.
    • They sense when things are right or wrong.
  • Characteristics of Creative People
    • They bounce ideas off others and build on the suggestions of their associates.
    • They are voracious readers.
    • They are often nonconformists, regarded by their peers as different.
  • Characteristics of Creative People
    • At meetings they are likely to play the role of devil’s advocate.
    • They may like to hang out with other creative people, but many are loners.
  • Innovative Supervisors
    • They believe there is always a better way and are always looking for that better way,
    • They overcome ideonarcissism, the egotism of thinking that one’s own idea is unique,
    • They view problems as challenges rather than annoyances,
  • Innovative Supervisors
    • They chalk up failures as learning experiences,
    • They use brainstorming techniques for making decisions and solving problems,
    • They are tolerant of ambiguity and the idiosyncrasies of teammates,
  • Innovative Supervisors
    • They cut red tape when they encounter it,
    • They set aside some time each day for reflective thinking,
    • They inject humor into situations,
    • They are willing to stick their necks out to support their ideas.
  • Barriers to Creativity
    • Prejudgment of ideas.
    • Fear of failure. This is a significant inhibitor of creativity.
    • Restrictive policies, rules, rituals, and procedures
  • Barriers to Creativity
    • Strict controls and limited budgets
    • Complex or slow approval procedure for suggestions and projects
    • Demands for a consensus
    • Understaffing and excessive assignments
  • Barriers to Creativity
    • A lengthy chain of command
    • Group norms
    • Disparaging or discouraging remarks
  • Stimulating Staff Creativity
    • Identify your innovative people.
    • Emphasize creativity during the orientation and training of new employees.
    • Give people a loose rein to pursue and develop new ideas.
  • Stimulating Staff Creativity
    • Do not nitpick or demand perfection.
    • Let them take some risks and make mistakes without risking their jobs.
    • Provide the necessary resources and psychological boosts.
  • Expose Employees to:
      • seminars and professional meetings,
      • consultants and guest speakers,
      • publications, audiotapes, videotapes, and computer programs,
      • customer input; and
      • vendors and sales representatives.
  • Use the PIC Response to All Ideas
          • P = Positive—great, let’s try it
          • I = Interesting—let’s study it
          • C = Concern—express reservations
  • Killer Phrases
    • You’ve got to be kidding.
    • That would never work here.
    • The trouble with that idea is…
    • I’m paid to do the thinking.
  • Positive Reactions
    • Keep talking, you may have something.
    • How can I help?
    • Let’s give it a try.
    • Can you get me the figures for that?