M.A.T.C.H. Professional Series: Module Two Relationships, Collaboration and Communication (Setting the Stage) Time allotted for slides 1-4: 10 minutes Materials needed for this module (3 hours): Flipchart paper Markers Handout, Task and Relationship Questionnaire (2A) Action Planning Form

M.A.T.C.H. Professional Series Eleven 3-hour training modules Goals: Share and practice effective strategies Gain new information, resources and tools Enhance reflection Develop a community of practice Handout 1A: Series Outline The modules are based on the M.A.T.C.H. knowledge and competencies and current evidence based research and practices.  Review the bullet points on this slide with participants. Offer additional information regarding the purpose for the series by sharing the following: Increase strategies and resources for mentoring, coaching, and consultation for MATCH professionals working in VT. To enhance skills in self-awareness, flexible response, reflection and problem solving To provide consistent content and skills based on the MATCH Knowledge and Competencies state-wide, while addressing regional and individual needs Review Handout 1A with participants. 

Our Time Together Working Together: Connection and Community Inquiry and Sharing: Capacity Building Learning Exploring Applying and Planning Share with participants that each module will have consistent components, however, the flow may look different within each module (Some modules will have a learn section and follow with exploring, and then move into a new learning piece followed by exploring. Other modules may have one learning section followed by exploring and then move right into applying and planning).  As you share the components with the participants, highlight which icon is associated with which component.  Working Together: Connection and Community (circle with people) Inquiry and Sharing: Capacity Building (question mark) Learning (book) Exploring (magnifying glasses) Applying and Planning (pencil)

Objectives for Today: Describe the responsibility of a MATCH professional as part of a professional development approach and process Identify ways culture can influence the work of a MATCH professional Explore a process for fostering and developing trusting and respecting relationships with clients Share the bullet points with participants. 

Working Together: Connection and Community Time allotted for this section: 20 minutes

Shared Agreements ENGAGE Silence phones, please Limit sidebars during whole group Assume positive intent Hold confidentiality Take care of yourself What else? Review the slide with participants. Ask the group if there are ideas or requests they would like to ask of you and their colleagues to help make the environment conducive for sharing, understanding and learning from and with one another. Using chart paper, write down and capture their responses.  Ask participants if there are other agreements to add; ask if everyone can agree to these.  Facilitator Tip: Keep this piece of chart paper with agreements and bring to each session. You can change the slide to include additional participant agreements for the upcoming sessions. 

Reflection and Connection Consider how your time in work has been spent over the last few weeks. Which most closely represents how you have felt? Air Traffic Controller Lawyer A Figure Skater Therapist A Police Chief Other? Learning to effectively juggle all of the aspects of your work requires some level of understanding of balance. For example, what will keep some things from spinning out of control? Figure skaters, as an example, will often say they are able to keep their balance while doing all of those amazing spins and twirls by focusing on one spot. As a MATCH professional, is there a balance? If yes, what is that balance between? Ability to use imagination, find a focus, maintain internal sense of strength and keep in balance?

Inquiry and Sharing: Capacity Building Time allotted for this section: 30 minutes Let participants know you are moving into inquiry and sharing. Explain that for each module, there will be opportunity to share and discuss current happenings in their work, as well as ask questions and for feedback.  Facilitator Note: The ways in which the group will experience inquiry and sharing within each module will differ. 

Exploring Balance Divide into small groups In your small group, think about what it means to be a tightrope walker. What tools, skills and mindset come to mind related to the ability to balance? Next, create a visual representation that you can hold onto as you move through your multiple daily responsibilities. Each small group will share their visual representation with the larger group. Provide small groups with markers and flipchart paper. Review the points on the slide.

Learning Time allotted for this section: 50 minutes

Effective Professional Development Approaches Ongoing Include a level of assessment Be associated with specific criteria and feedback Review points on the slide with participants.

Being With Others Effective professional development approaches are similar to an approach known as reflective supervision (Cox, Harrison and Neilson-Gatti, 2011) which is characterized by: Noticing and labeling a client’s feelings about an event or situation Acknowledging professional competence Staying rooted in the experiences of children and families Providing a structure for reflection within and between sessions or meeting times Review the points on the slide with participants.

Task and Relationship Questionnaire Take a moment to complete the Task and Relationship Questionnaire Identify your approach and how much you emphasize task and relationship behaviors in your life Share one thing you learned with a partner This activity supports ways people think about themselves and notice what influences the ways they are with others (previous slide). Provide participants with a copy of the Task and Relationship Questionnaire. Review the points on the slide with participants.

Possible Approaches Creating and considering approaches for diverse learning styles Offering opportunities for assessment, goal setting and planning Offering time to practice new skills and apply new understandings Nurturing dispositions Provoking new insights with questions Fostering relationships Giving feedback and support for growth and change Review the points on the slide – these are strategies/approaches for the MATCH professional to consider when thinking about building professional collaborative relationships.

Sense of Self Acceptance and respect Success with meaningful tasks Association of positive role models Honest feedback Genuinely challenging and meaningful tasks Opportunities for meaningful interactions Coping with defeats Review the points on the slide. It’s important to remember as we embark and continue in this work, that interactions, relationships and other life events help shape our identities and sense of self.

Role of Culture Culture helps define how individuals see themselves and how they see and relate to others Relationships Personality traits Achievement Expressing emotions Review the points on the slide. Culture influences how you enter into and maintain relationships. For example, relationships may be seen as voluntary or as duty-based. This influences how adults interact with one another and children. Personality traits – culture influences whether and how you value traits like humility, politeness and assertiveness. Culture also influences how you perceive hardship and how you feel about relying on others. Achievement – culture influences how you define success and whether you value certain types of individual and group achievements. Independence – views individuals as separate from one another Interdependence – value is placed on the group Expressing emotions – culture influences how and whether you consider feelings public or private.

Exploring Time allotted for this section: 30 minutes

Exploring Your Role How does helping adults learning contribute to your own sense of self? What accomplishments in your work are you most proud of? What resources and supports have contributed to your own sense of self? This can be done individually.

Drawing On Experiences Draw upon the experiences of yourself and others Create small groups of 3-4 people Discuss what you need to learn about the idea that different clients’ cultural backgrounds may promote differing values or ideas about their developing sense of self What will you do to learn more about culture and sense of self? Share 2 ideas with the larger group Considering the exploration from the previous slide, ask participants to break into small groups.

Applying and Planning Time allotted for this section: 35 minutes

Action Planning Choose one knowledge area from the Self- Assessment that you would like to focus on Choose one of the standards, resources, or competencies from this knowledge area that you would like to focus on Use the action planning form to write a goal and action steps to meet that goal Facilitator Note: Encourage each participant to set a small, measurable goal that can be achieved within the next few weeks.

Reflection Share one thing from today that stands out to you Share your goal Time allotted for this section: 10 minutes Depending on the size of the group, you may wish to reflect and share with partners, small groups, or whole group.

“Do unto others as you would have others do unto others” “Do unto others as you would have others do unto others”. - Jeree Pawl Date, time and location of next module: