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Staff Development focusing on Team building & Conflict Management

Staff Development focusing on Team building & Conflict Management . Teresa E. Simpson EDLD: 5345 Human Resource Development – Fall 2008. The Division of Student Affairs Lamar University. Vice President for Student Affairs Associate Vice President for Student Affairs

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Staff Development focusing on Team building & Conflict Management

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  1. Staff Development focusing on Team building & Conflict Management Teresa E. Simpson EDLD: 5345 Human Resource Development – Fall 2008

  2. The Division of Student AffairsLamar University Vice President for Student Affairs Associate Vice President for Student Affairs Assistant Vice President for Student Affairs Book Store – Manager Career & Testing Center – Director Greek Life – Vice President Call Center - Director Dining Hall – Director Health Center – Director Housing – Director International – Coordinator Montaigne Center – Director Orientation – Coordinator New Student Programs - Coordinator Recreational Sports – Director Student Council – Vice President Student Center – Director Volunteer Service - Coordinator

  3. Goal Develop a Professional Development Committee for the Division of Student Affairs • CAS Council for the Advancement of Standards In Higher Education • Part 5: Human Resources • Programs and services must have a system for regular staff evaluation and must provide access to continuing education and professional development opportunities, including in-service training programs and participation in professional conferences and workshops.

  4. Mission Statement:Division of Student Affairs • Lamar University’s Division of Student Affairs, as an integral part of the educational process, is dedicated to fostering a supportive caring campus community where students are empowered to learn and achieve their fullest potential. 

  5. Objective • Team Building: to understand and appreciate similarities and differences in the personalities of your fellow team members can help you function better. Implement a team building program utilizing assessment tools. • Conflict Management: to assist individuals in a variety of settings understand how different conflict styles affect personal and group dynamics. Implement a conflict management program utilizing the TKI-Thomas Kilmann Conflict Mode Instrument.

  6. Expected Outcome • Develop a collaborative approach to Team Building and Conflict Management. • Provide adequate training for Directors under the Division of Student Affairs that are transferable to their department’s supervisor’s. • Department Administrators would become proactive in the area of staff development.

  7. Activity: Understanding the Importance of Team Building Step One: Design Workshops • The Four Building Block of Great Leadership • Vision • Interpersonal Style • Communication • Problem solving/Decision making • Interpretive Report (understand your MBTI – TYPE)

  8. Activity: Cont. • The Five Practices of Leadership • Model the Way • Inspire a Shared Vision • Challenge the Process • Enable Others to Act • Encourage the Heart • Feedback Report • LPI -Leadership Practices Inventory

  9. Activity: Cont. • Aligning Strategy & Culture • Interpretive Report for Organizations • Developing a Common Language for Self-Awareness • Team Report • Improve Communication and Team Building with the MBTI Instrument • Administrators have embraced the MBTI instrument as a tool for communication and now have a common language to describe their personal preferences and the preference of others. • Work Styles Report: Enhancing the Two-Way Communication in Organizations

  10. Activity: Cont. • Interpretive Report • LPI -Leadership Practices Inventory • Interpretive Report for Organizations • Team Report • Work Styles Report: Enhancing the Two-Way Communication in Organizations Assessment Tools

  11. Activity: Understanding Conflict and Conflict Management Step 1: Develop Professional Development Workshops • Understanding Conflict and Conflict Management • What is conflict management: • Why learn more about conflict and conflict management? • How do people respond to conflict? Fight or Flight? • What modes do people use to address conflict? • Competing, accommodating, compromising & collaborating • What factors can affect our conflict modes? • How might you select your conflict management style? • How might staff/faculty apply this information to improve their conflict management skills?

  12. Activity: Cont. Learning About Your Conflict Modes/Individual Reflection • Step 2: Use the Thomas-Kilmann Conflict Mode Instrument Profile and Interpretive Report • Two dimensions of behavior • Assertiveness-the extent to which the individual attempts to satisfy his or her own person’s concerns. • Cooperativeness – the extent to which the individual attempts to satisfy the other person’s concerns • 5 methods of dealing with conflict: • Competing • Collaborating • Compromising • Avoiding • Accommodating

  13. Activity: Listening • Step 3: Improving listening skills is one approach to improve conflict management skills. • Studies show that only about 10% of us listen properly. • Read the article by Raudsepp. • Raudsepp, E. (2002) “Home Listening Skills to Boost Your Career,” Available on the World Wide Web at http://www.careerjournal.com/myc/climbingladder/20021224-raudsepp.html • Take the listening quiz. • Develop an action plan for improving your listening skills.

  14. Suggestions for Further Activities • The book 50 Activities for Conflict Resolution contains 25 activities for self-development on conflict. • Activities include: • The Role of Values in Conflict Resolution • Resolving Conflict through Planning • Evaluation Your Conflict Resolution Skills • Uncovering the Hidden Agenda

  15. Timeline • Establish Division – Professional Development Committee • Train/Certify Professional Staff Members to administer tools: LPI, Myers Briggs & TKI. • School Districts: Utilize your School Counselors..they would LOVE this! • Program should launch each academic year. • Assess Program at the end of each academic year. • Continue to provide staff development through Professional Development Committee.

  16. Assessment • CAS Professional Standards for Higher Education 2003 • Part 13: Assessment and Evaluation • Programs and services must conduct regular assessment and evaluations. Results of these evaluations must be used in revising and improving programs and services and in recognizing staff performance.

  17. Principal Competencies and StandardsDomain II – Instructional Leadership • Competency 006 • Principal knows how to implement a staff evaluation and development system to improve the performance of all staff members, select and implement appropriate models for supervision and staff development, and apply the legal requirements for personnel management. • Competency 007 • The principal knows how to apply organizational, decision-making, and problem-solving skills to ensure an effective learning environment.

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