1. Coach-Preceptor-Mentor
Supervisor-Plus
Coach-Preceptor-Mentor
A candle loses nothing by lighting another
Mary speaks
Hello everyone and thank you for taking the time to join us today on this J2C webinar. Supervisor-Plus+ the role of the supervisor in Work based Learning
Introduce the facilitators-
I am happy to be a part of this webinar and would like to introduce our webiniar team
Nancy Williams, from one of our round 1 sites. Northern Arizona University and the Learning Circles for Health Technicians Program on the Navajo Reservation
Neil Silverston ,and Mary Culhane, , WorkSource Partners technical assistance providers for the J2C project Round 1 sites in Fall River, MA, Owensboro KY and our round 2 site Community Workforce Partners in Hartford Ct.
Slide 2
Mary Culhane, WorkSource Partners
Neil Silverston, WorkSource Partners
Nancy Williams, Northern Arizona University

2. “Supervisor-Plus” – Creating a culture of learning
What do we mean by “Supervisor-Plus”?
Why is it important?
What is the role of the supervisor in a work-based learning environment?
How do we get there?
Mary

3. Career development requires different types of support
Coach: works with individuals to develop and support career and education plans
Preceptor: facilitates the learning and evaluation of work-based competencies
Mentor: guides and supports the employee toward success within an organization
Mary
Can speak to Support-challenge and vision
Coach supports the career and education- Preceptor challenges the mind through educational opportunities and the mentor provides the vision of where someone can go.
Some of our programs use coaches and mentors in different ways particularly around barriers and case management services. We are not suggesting that the supervisor tackle the personal barrier role but they should and most likely are knowledgeable about their own resources i.e. eap for those areas.

4. Supervisor-Plus plays a pivotal role in sustaining work-based learning
Offers opportunities for work-based learning
structures “teachable moments”
evaluates competencies
Coaches and mentors to encourage individuals’ growth
Mary
We will briefly look at the coach and mentor role but preceptinig is the focus.
A given supervisor may only provide some of the functions
However, the more functions provided by the supervisor-the more beneficial the relationship will be to the employee and Supervisor
The preceptor role structure teachable moments and evaluates the competencies however the precepting situation also Provides relevant meaning to abstract concepts
Encourages questions
Assures mastery of knowledge
Abstract concepts tried and practiced in real time become more meaningful
Motivates students to increase further learning
Builds confidence and competence
Build on existing knowledge

5. Northern Arizona University
NAU’s Learning Circle program increases the career opportunities for entry-level Native American health care workers through work-based learning
Individuals can attain a Public Health certificate that increases their work skills and improves the quality of health care on the Navajo Reservation
Employee-students prepare to enter college degree programs focusing on public health or other clinical fields
Nancy
Nancy will introduce NAU and the Learning Circles Program
Nancy will let folks know that there are other parts of the program but we are focusing on the Health Technician for tool demonstartion.

6. Supervisors are the key to sustainability
Current funding is ending and we must rely more heavily on the organization to “own” career development
Work-based learning requires us to incorporate precepting into our coaching and mentoring approach
Supervisors need tools and skills to feel more comfortable in the coaching and precepting role
Nancy
Nancy will address challenges

7. Let’s talk: the balancing act
What does a learning culture look like in the workplace?
How do we balance the demands of managing vs. the need to “teach”?
How can a supervisor integrate coaching, precepting, and mentoring into the workday?
Mary
Whoa. I can hear supervisors out there groaning with the perceived weight of additional roles. But really given the right training and tools it is what most supervisors desire and strive to do.
****************STOP this is a discussion set up slide but be mindful of time.**********************************

8. Learning Circles for Health Technicians Two Ladders: Career & Academic
Promotion
Degree & Certification
Nancy
Nancy will speak to the two ladders… Nancy take a moment to explain health technicians roles
Career Advancement
Academic Advancement

9. Entry level positions need to have promotion potential
NAU/Learning Circles created different levels within the Health Technician position
Nancy
Nancy speaks briefly to this slide: NAU student/employees and supervisors needed to know that there was room for growth within their position

10. Learning Circles for Health Technicians
Key competency areas
Basic Public Health
Communication
Community Dimension of Practice
Assessment and Analysis
Program Planning
Program Implementation and Management
Program Evaluation
Leadership and Systems Thinking
Career Planning
College Success Skills
Nancy
Introduction to curriculum to set stage for tools help set the language

11. The roadmap: The individual development plan
Career Goals
Target
Completion Date
Actual Completion Date
Academic Goals
Completion
Date
Long-Range Goals
(2-5 years):
Community Health Worker Supervisor
Aug 2012
Bachelors degree-Public Health
Short-Range Goal
(1-2 years):
Community Health Worker I
Community Health Worker II
Aug 2009
Aug 2010
(1-2 years)
Complete the Health Technician Certificate
July 2009
Mary
The toolbox starts with a roadmap. An IDP is the standard roadmap for employees and supervisors to verbalize and commit to paper where an employee is going.
A tool describe walk through next two slide
This roadmap IDP aligns with the two ladder progression approach in the NAU but can be adapted to most sites.

12. The roadmap: Action steps
Target Completion Date
Actual Completion date
Schedule a meeting with your supervisor to review your current competency status using your competency evaluation tool.
Sept 2009
August 2009
Complete: Communication Skills-Health Technician 1
October 2009
Complete: Communication Skills-Health Technician 2
September2010
Complete: Communication Skills-Health Technician 3
February 2010
Complete: Communication Skills-Health Technician 4
June
2010
Next steps:
Contact college to challenge out of certificate course Public Health 101
August 2010
Take college placement test
August
Mary
Roadmap and use of SMART
Template can be redesigned goal is to allow for map of where one is goping how they get there and where they have already been. Can be edited for career and academic.
Using SMART goals;specific, measurable, realistic achievable and timely

13. Learning Circles Personal Academic Plan
Summer 2009
(fiscal 08-09)
Fall 2009
Spring 2009
(fiscal 09-10)
Summer 2010
Fall 2010`
Spring 2011
(fiscal 10-11)
College name
NAU
Course name/ number
Basic Public Health
Credit hours 3
Tuition cost
$300.00
Estimated book cost
$100.00
Estimated total cost
$400.00
Nancy
Will speak to this template tool. Why developed and what is offers to employers

14. Supervisor Driven Competency Evaluation Tool
Communication Skills
Health Tech
Date
Description of how competency was achieved
Explains the difference between verbal and non verbal communication.
Can name two ways that people communicate non-verbally.
Summarizes the difference between open-ended and closed-ended questions and can demonstrate how they are used in a client interview.
Gives an example of a clarifying statement that could be used in oral communication and to make sure the listener has correctly heard and interpreted what the client said.
Mary
Takes time etc simplified
CURRENT_-Beautifully done competencies asa many of you have.
Difficulty is that it relies on the supervisor to establish the opportunity for demonstration or verbalization, Next step would be to put the ownership of the demonstration on the employee/student. Can we improve the tool to make it better and therefore sustainable. If the ownership resides with the employee/student then the manager becomes the receiver of information.

15. Sustainable programs are flexible and employee driven
Examples:
NAU competencies do not need to be signed off in order. All competencies for one level do not need to be completed before competencies can be signed off at the next level.
Capital Workforce Partners (CWP) model with WBL cards enables the employee learner to own the process and engage a supervisor or mentor.
Mary
Introduce CWP. Make sure folks know prior slide is a sampling and not reflective of NAU totality
Speak directly to the two goals

16. Communication skills - Health Tech (Adapted from CWP model)
Card front
On this card circle the type of questions that may be used in communication: open ended-question, closed-ended question and clarifying statements.
Do you need help with child care?
Open-ended---closed-ended--- clarifying statements.
Tell me about your children. Can you tell me about their child care arrangements?
Oh, it sounds like you might need help with child care for Johnny? I would be happy to get you some referrals.
Open ended---closed-ended--- clarifying statements
Identify times that you will be conducting a client interview where you will be using effective skills of oral communication. Apprise your supervisor/or any supervisor of those potential activity times and ask if he/she would be available to observe you at that time.
Mary
The card system is an adapted version of the “just do It” WBL activity slides designed by CWp. It goes back to the competency model in the prior slide and enhances that tool We have adopted the model to demonstrate a flexible, and easy to use tool that will evaluate competencies placing the ownership of the learning on the employee. Relieving the burden of the supervisor.
Use recipe box example.
Benefits of this---We break down the competencies into written-verbal and demonstrable behavior.
Key is employee sets time and place with the supervisor or supervisor knowing that this is on the goals for today for that employee will take opportunity to observe knowing what employees schedule is for the day.
Uses index cards with goals and activities that can be shared with any supervisor.
Easy portable can be kept on lanyard and transferred to portfolio Taking these same 4 competencies. Students can bring as few or many as they want into the workplace-they know their schedule and clients. Employees know what they will be doing in the course of a day-they manage their own learning however, after time supervisors will become accustomed to the model and be incorporating the observation of behaviors/interventions/tasks as a part of their daily routine
Next is a sample of how that might play out

17. Communication skills-Health Tech
Card back
Key to Competency Evaluation: 0 – Did not observe, 1 – Above expected,
2 – As expected, 3 – Additional experience necessary
Can verbalize to supervisor at least 4 barriers to effective communication (Supervisor to elicit during feedback).
Used open-ended and closed-ended questions as appropriate during client interview.
Used clarifying questions to ensure mutual understanding.
Uses appropriate non-verbal language skills to encourage interviewees’ continued participation.
Mary
Precepting in the moment is a model for precepting interactions that make the most of a short time period
The back side of our index card allows for evaluation based not on the employee answering a series of questions from the supervisor but a structured opportunity to demonstrate competencies and then a quick educational moment between employee and supervisor on yet another competency. That would be the first box. We are able to limit the supervisors time burden while accomplishing more competency evaluations in a shorter time “ in the moment” This also allows for a quick verbalization by the employee that addresses yet another competency. This model has compacted the demonstration of competencies
If the ownership resides with the employee/student then the manager becomes the observer and receiver of information.
Date:
Comments:
Supervisor:

18. Discussion: Supervisor-Plus – How do we get there?
How do we prepare a supervisor?
What skills does a supervisor need to have, and can we train her/him?
What level of organization commitment do we need and what does that look like?
What challenges do you anticipate?
How do we create a culture of learning?
Mary
Organizational buy-in and ongoing feedback-top to bottom and bottom to top
Flexible tools that streamline the interactions between supervisor and employee
Orientation to tools and activities
Promote the learner as the owner and driver of their education
Trainings
Focus on helping the supervisor and employee identify “teachable moments”
Focus on skills that enhance the preceptor-employee interaction
Focus on “microskills” that enable “precepting in the moment”
SMART goals