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CREATING A CULTURE OF SUCCESS Blending Hierarchy, Performance Expectations, and Reinforcement Tamara Thomas, Stanislaus County Jennifer Johnson, Stanislaus County Agenda ■ ■ ■ ■ ■ ■ Introduction and Overview Role Definitions/Expectations Comparisons of Roles Communication Between Roles Critical Thinking Feedback and Discussion Stanislaus Department of Child Support Services Board of Supervisors State DCSS Director CEO ■ ■ ■ ■ ■ Director Executive Staff Management Supervisory Staff Line Staff WHY KEY ON THE ROLE DEFINITIONS? ■ ■ ■ ■ ■ Needed a Framework that Could be Shared Out Correct Deficits in Performance Clear any Ambiguity Set Appropriate Expectations Wanted Accountability for the Culture Change Manager III-Executive Staff What Do They Do? ■ ■ ■ ■ ■ Communication and Conflict Resolution Assignments Project Management Expectations Learning Objectives and Evaluation Manager III-Executive Staff What Does It Look Like? Manager III Performance Areas 20% 20% Expectations Learning Objectives Communication 15% 20% 25% Assignments Project Management Manager II-Management Staff What Do They Do? ■ ■ ■ ■ ■ Project Management Assignments Communication and Mediation Learning Objectives and Evaluation Operational Manager II-Management Staff What Does It Look Like? Manager II Performance Areas 15% 35% 10% Operational Learning Objectives Communication Assignments 20% 20% Project Management Role Categories Defined ■ Communication ✷ ✷ ✷ ✷ ✷ ✷ ✷ ✷ No Avoidance Have One on Ones Transparency Instill Trust Clear and Concise Confirm Understanding Controlled Body Language Remove Communication Barriers Role Categories Defined ■ Expectations ✷ ✷ ✷ ✷ ✷ ✷ Set realistic milestones Have controlled judgments Question and challenge processes Go out and find something that needs fixing Be problem solvers Stretch the limits Role Categories Defined ■ Assignments ✷ ✷ ✷ ✷ ✷ ✷ ✷ ✷ ✷ Research (CSDA, County, State) Surveys CSE data State Reports State Workgroups County Workgroups County Trainings RFP’s, Director and Assistant Dir needs Role Categories Defined ■ Project Management ✷ ✷ ✷ ✷ ✷ ✷ ✷ ✷ Process Improvement County Directives (Coop, Injury Management, Trainings, Automation) New Technologies State Coordination (COAP, SLMS) Building Maintenance (HVAC) Conversions Building Moves BOS Priority Teams Role Categories Defined ■ Learning Objectives and Evaluation ✷ ✷ ✷ ✷ ✷ ✷ Observe Investigate Fact Find Measure Report Data Analysis Role Categories Defined ■ Operational ✷ ✷ ✷ ✷ ✷ ✷ ✷ ✷ Responsible Over Supervisor Decisions Maintain Overall Unit Strategy Quarterly Reporting Day to Day Activities Discipline of Employees Provide Resources Guidance and Authority Staffing Rotations and Structure Role Categories Defined ■ Personnel/Staff Development ✷ ✷ ✷ ✷ ✷ ✷ ✷ ✷ Informal Discipline Corrective Action Plans Mentoring Training Maintaining Documentation Informal Coaching Evaluation Opportunities Mid Level Supervisors-First Line Sups What Do They Do? ■ ■ ■ ■ ■ Operational Communication Personnel/Staff Development Assignments, Process Improvement Learning Objectives Mid Level Supervisors What Does It Look Like? Mid Level Supervisor Performance Areas 10% 5% Operational Personnel & Staff Development Communication 15% 55% 15% Assignments, Process Improvements Learning Objectives Role Categories Defined ■ Operational ✷ ✷ ✷ ✷ ✷ ✷ ✷ ✷ ✷ Work in Complex Environments Troubleshoot with Staff Handle Case Complaints Schedule Daily Work Schedules Maintain Coverage Monitor Quality Assurance Answer Staff Concerns Approve Timecards Keeps the Wheels of the Organization Moving Role Categories Defined ■ Communication ✷ No Avoidance ✷ One on One Employee Conferencing ✷ Written Expectations ✷ Staff Meetings ✷ Emails ✷ Accepting & Providing Feedback ✷ Transparency ✷ Instill Trust ✷ Clear and Concise ✷ Confirm Understanding ✷ Controlled Body Language ✷ Remove Communication Barriers Role Categories Defined ■ Assignments/Process Improvements ✷ ✷ ✷ ✷ ✷ ✷ ✷ Surveys State Reports and State Workgroups County Workgroups County Trainings Assist Manager II/III with Special Projects Participating in QUIC processes Recommend Changes to Attorney Work Product Role Categories Defined ■ Learning Objectives ✷ ✷ ✷ ✷ ✷ ✷ Observe Investigate Fact Find Measure Report Data Analysis Non-Supervisory Staff-Line Staff What Does It Look Like? Non-Supervisory Performance Areas Technical/Operational 10% 5% Duties Learning Objectives 10% Communication 10% 65% Assignments Customer Service Role Categories Defined ■ Operational/Technical Skill ✷ ✷ ✷ ✷ ✷ Responsible for Day to Day Activities of Classification Work under the Unit Strategy Interface with Customers Perform the Mission of the LCSA under the laws and regulations governing the child support program Comply with all county and department Policies and Procedures Role Categories Defined ■ Communication ✷ ✷ ✷ ✷ ✷ ✷ ✷ ✷ ✷ ✷ No Avoidance Staff Meetings Emails Accepting & Providing Feedback Transparency Bridge Gaps Between Units Clear and Concise Confirm Understanding Controlled Body Language Remove Communication Barriers Role Categories Defined ■ Assignments/Process Improvements ✷ ✷ ✷ ✷ ✷ ✷ ✷ Surveys State Reports and State Workgroups County Workgroups County Trainings Participating in QUIC processes Special Case Handlings at request of Supervisor/Manager/Executive Cleanup Efforts/Special Projects Role Categories Defined ■ Learning Objectives and Evaluation ✷ ✷ ✷ ✷ ✷ ✷ Observe Investigate Fact Find Measure Report Data Analysis Role Categories Defined ■ Customer Service ✷ ✷ ✷ ✷ ✷ ✷ ✷ Complex Requests Interviews Special Requests Complaint Cases Assistance to other County Partners Walk Ins Assistance to other Units Critical Thinking Skills ✷ Problem Analysis • • • • • • • Do I truly understand? What don’t I know? Is there more than what I’m seeing? Does it make sense? Why is it different? Seek reasons for outcomes. What are the cause and effects of what I’m reporting, or seeing? • Does the information need to be shared? ✷ ✷ ✷ Judgment Decisiveness Take the Next Logical Step Communication Between Roles ✷ ✷ ✷ ✷ ✷ ✷ Acting at all times in the best interest of the organization Concentrate on values, not feelings Maintaining honesty Identifying solutions, not just problems Have a plan to transform your professional relationships into decided upon agreements Its NOT personal!! Communication Goals ■ Use Critical Thinking Skills when you communicate ■ Solve the communication problem ■ Strengthen the work relationship How? ■ Make Time to Discuss ✷ ✷ ✷ ✷ ✷ ✷ Deal with a situation when you first become aware of a problem or concern Communicate your need to meet and discuss Suggest a time and place Know what you want to say Use a courteous tone Assess the situation and be prepared to communicate the issue in 30 seconds or less How? ■ What does it look like? ✷ ✷ ✷ “There is something I would like to discuss.” “Can we talk for few minutes in private?” “Do you have few minutes right now?” How? ■ Explore Differences ✷ ✷ ✷ ✷ ✷ ✷ Assume positive intent Be open to other view points and don’t assume you know it all. Ask to hear the other side. Explain the situation, need or concern from your perspective Invite the other person’s perspective Acknowledge the similarities and differences that exist How? ■ What does it look like? ✷ ✷ ✷ ✷ ✷ “This is important because…” “What is your perspective?” “The way I look at it is…” “This affects the work in the following ways…” “What other solutions would you recommend?” How? ■ Encourage Respect ✷ ✷ ✷ ✷ ✷ Encourage respect even when you don’t agree or understand why a person acted the way he/she did. Demonstrate consideration for the other person. Use respectful communication styles. Stay in the present and focus on the future versus rehashing the past. Share similar stories. How? ■ What does it look like? ✷ ✷ ✷ ✷ ✷ “I see your side.” “I really appreciate the way you…” “I respect your time, I know that you are busy too…” “I’m trying to avoid repeating…” “Have you ever…” How? ■ Take Responsibility ✷ ✷ ✷ ✷ ✷ ✷ Take responsibility to take action Model the behavior you want to see State what you need and your willingness to help the other person with what he/she needs Reach agreement End on a positive note Follow up How? ■ What does it look like? ✷ “How about we agree to…” ✷ “Let’s try this…” ✷ “I’m glad we talked…” ✷ “Can we schedule regular status meetings?” ✷ “What can I do to make it easier on you in the future?” ✷ “My intent is to improve our organization and I need your input to make sure I’m on the right path…” The Need for Reinforcement ■ ■ ■ ■ ■ Executive Assessment and Observation Changing Resources New Assignments Incidents of Underperformance Budgetary Changes resulted in a lack of opportunities for development ■ Retirements Created Deficits in Skill ■ Territorial Walls Changes are Everywhere ■ There are many shifts occurring at Federal and State levels which have been impacting County level work for some time. ■ These shifts have created a demand for significant change in the typical business practices. ■ Several County agencies are responding proactively to these imminent changes. ■ DCSS being one of them. What does this change really mean for us? more cost effective higher performing Three elements that come under scrutiny during any type of change process Funding Goal Effectiveness Departmental Performance Two Themes Related to Departmental Performance: ■ Improvement in soft people skills for all staff. ■ Improving general management skills. Validate the Manager Experience ■ The experience of being a manager is often the most trying one of a persons career. ■ Rarely is there adequate training. ■ Typically promoted because of their technical expertise – not because of their managerial expertise. ■ Managers suddenly have a wide range of policies and other regulations to apply to their subordinates. Successful Manager Traits ■ Time Management ■ Breaking Silo Thinking ■ Grounding ■ Delegation ■ Communication – Directives ■ Responding to Problems ■ Power of Proposals ■ To-do list ■ Recognizing Accomplishments ■ Touch Points ■ Leave & Re-focus Managers are to be significantly more active in this process Improving soft people skills (ours and theirs) positively effecting departmental performance Improving our general management skills Breaking Silo Thinking Unit tasks Unit tasks DCSS Goal What Are You Doing For To Yourself Relations Me Relations Me Work Work Ahh…That’s Better Work Relations Me Work Me Relations Leave & Re-focus ■ ‘My work day is over – what ever was left or forgotten can be taken care of when I return’ ■ So now – ‘where am I going’ ■ ‘Who am I going to’ ■ ‘What are the main tasks to be done there’ ■ ‘What are the relationships I need to nourish’ ■ ‘What might that nourishment look like’ ■ It is a long and slow process but the expected outcome is a change in organizational culture! more cost effective higher performing Organizational Hope ■ Hope has been heralded as a primary catalyst for human creativity, community and transformation. ■ As places where people come together every day to plan out shared futures, organizations serve as primary forums for hope. Organizational Hope ■ Building a Culture of Hope has a high influence on the success of organizations ■ What are some ways we can instill hope with each other as the organization deals with lacking resources, reduced funding, and customer impacts? Organizational Hope ■ People who hope take the stance that any reality whether events from the past, a difficult situation in the present, or an uncertain future—is always completely open to fresh interpretations and the discovery of possibilities. Discussion and Questions Closing Remarks