Developing Individuals to Achieve a High Performing Team

Transcription

1 Developing Individuals to Achieve a High Performing Team 2018 SRAI Annual Meeting October Delgado, Emily, Senior Program Manager Pierre, Keshia, Program Assistant Guclu, Tara, Assistant to Chairman Human Oncology and Pathogenesis Program (HOPP) Memorial Sloan Kettering Cancer Center (MSKCC), New York, NY USA

2 Welcome and Introduction Examine the effort required to develop employees Consider ways to balance business needs with staff goals Analyze the cyclical relationship between onboarding, training, and supervising practices Learn Invest Grow Objectives Contribute 2

3 Introduction Onboarding Training Leadership and Supervision High Performing Teams 3

4 Onboarding 4

5 Onboarding Roles Supervisor Trainer Program Assistants Administrative Assistants Managers 5

6 Onboarding Process - Interviewing Interview Process Position Needs Resume Review Set the Tone 6

7 Onboarding Process Pre-arrival Meet with key stakeholders Create training template Create manager checklist Welcome Will translate to understanding changing or new expectations Individualized and role-specific Designed to guide manager and focus on onboarding tasks Efforts related to workspace, supplies, accessibility Identify and schedule training priorities Communicate plan to the team If possible establish protected time for trainer/trainee in advance Welcome with brief introduction, transition dates, location 7

8 Onboarding Guide Customizable Framework for training Used in conjunction with the institution s training guidelines Sections of Onboarding Guide Cover page Table of contents Priority schedule Checklist Organizational charts Essential information Helpful information Milestones Institution review standards Completion page 8

9 Onboarding Guide Cover Page 9

10 Onboarding Guide Table of Contents 10

11 Onboarding Guide Organizational Charts 11

12 Onboarding Guide Priority Schedule 12

13 Onboarding Guide - Checklist 13

14 Onboarding Guide Signature Page 14

15 Training 15

16 Training Before You Start Characteristics of a good trainer Well informed Knows limitations Acknowledges when they do not have the answers Training environment Welcoming tone Provides resources Fosters transparent communication Limits external distractions 16

17 Training Fostering Engagement Getting people to listen Being in tune with: Trainee Environment Ask trainee preliminary, open-ended questions Mindfulness Listen Conceptualize Question Learn (Acquire/Absorb/Study) Interpret (Understand) Apply Complex subjects may require multiple sessions Learning curve Prior experience 17

18 Training - Guidance Supply resources Sharing is Caring Provide helpful hints Establish an open dialogue to establish trust Elevate without Alienating Empower employees to be independent Fixing Mistakes & Accountability As training progresses, ask more questions and provide less answers Teach employees to learn Creating resources to reinforce learning 18

19 Training Art of Teaching Provide context Who, what, when, where and WHY Flexibility and adaptability Adjust to individual needs Balancing act Identify opportunities to teach theory while doing the job Identify how trainee likes to receive information Hands on Visual Shadowing Step-by-step Instructions 19

20 Training Art of Teaching Be Flexible Thinking and learning styles Provide Context Provide the Fundamentals Protocols and best practices Application strategies 20

21 Training Art of Teaching Be Flexible Encourage Trainee Self- Awareness Provide Context Provide the Fundamentals Who, what, when, where, why How Protocols and best practices Application strategies 20

22 Training Art of Teaching Be Flexible Encourage Trainee Self- Awareness Provide Context Provide the Fundamentals Thinking and learning styles Methods that worked or did not work Who, what, when, where, why How Protocols and best practices Application strategies 20

23 Training Art of Teaching Be Flexible Encourage Trainee Self- Awareness Provide Context Flexibility and adaptability of both the trainer and trainee Elevate without alienating Thinking and learning styles Methods that worked or did not work Who, what, when, where, why How Provide the Fundamentals Protocols and best practices Application strategies 20

24 Leadership & Supervision 21

25 Leadership & Supervision Prism Beliefs Valued Society Culture Motivations Assumptions 22

26 Leadership Identify Motivations Values & Goals Accountability Mentorship Manage Energy Feedback Evolve 23

27 Supervision Recurring 1:1 Integrated Feedback 3M/6M/Y As needed Advocate Workload Solve Problems Direct Work Business Needs AND Development Task Forces 24

28 Supervisor as Leader Supervisor Directs Work Sets Deadlines Staffing Needs Evaluates Performance Solves Problems Leader Visionary Fosters Relationships Motivates Coaches Builds Trust Inspires 25

29 Supervision Challenges Motivation Feedback Two way listening Identify Barriers Skill gap Health Retraining Reestablish expectations Measurable goals & timelines Corrective action 26

30 High Performing Team 27

31 What is a High Performing Team 28

32 Leadership Styles Commanding Visionary Affiliative Democratic Pacesetting Coaching Do this! Inspirational A Promotes harmony; resolves conflict Teamwork Do as I do. Try this. D B E C F 29

33 Answer Key E = Commanding A = Democratic C = Visionary F = Pacesetting B = Affiliative D = Coaching 30

34 Leadership Style Impact on Team Commanding Democratic 31

35 Team Climate Leadership Styles Climate Aligned and Motivated Team Members Team Performance Results show that the styles you use have a direct impact on the climate you create and climate has a direct impact on the performance of your team. 32

36 Conclusion WITS-ON Welcome Introduction Training Supervision Opportunity Nurture 33

37 Questions? 34

38 Thank You & Credits Emily Delgado, Senior Program Manager Keshia Pierre, Program Assistant Tara Guclu, Assistant to Chairman 35