ࡱ> }|7 6bjbj!! 7CdCd.< < 8l94) mmmmm $"q%mmHjmmDm`5~?Ij0) ,&&D&DP) &< G: Course TopicObjectivesActivities 1 Accountability  Define, describe, and explain how individuals are accountable within an organization.  Given small group assignments, the students will identify ways supervisors are accountable to peers, subordinates, superiors, communities, and self. Small groups will share their discussions with the class. After viewing video scenarios depicting a fictitious team of employees, the students will define, describe, and explain ways to hold others accountable. After viewing video scenarios and then participating in role-playing counseling sessions with actors portraying one of the fictitious employees, students will practice formulating goals, devising action plans, and identifying evaluation criteria to improve performance and accountability.  2  Communications in a Diverse Workforce Identify, analyze, and dramatize diversity in the workplace. Roleplay using a variety of communication techniques.  Given a large group discussion exercise, students will identify the elements of diversity within the workforce. After viewing video scenarios depicting fictitious employees, the students will discuss in small groups ways to effectively communicate with a multi-generational workforce and employees with diverse backgrounds. After a facilitated discussion, the students will identify legal issues and employee rights relative to harassment and diversity. Given a role-playing exercise, the students will identify ways in which communication occurs both verbally and non-verbally. Given the DiSC Personality Profile, the students will determine their personal styles of communication and the best ways to communicate with individuals with other styles.  3 Conflict Management  Develop conflict resolution skills and demonstrate the importance of applying them. After viewing video scenarios depicting fictitious employees, the students will assess the nature of conflict and discuss ways to manage conflict. Given a specific conflict scenario, the students will prepare for and counsel an actor portraying the role of one of the fictitious employees. Students will: Identify the conflict Identify the issues and level of seriousness Develop a plan to address the conflict Apply mediation skills Document their actions taken when appropriate  4 Counseling  Assess and apply appropriate counseling techniques relative to employee performance and role-play counseling sessions.  After viewing video scenarios of fictitious employees, the students will discuss counseling techniques. Given a specific conflict scenario, the students will prepare for and counsel an actor portraying the role of a fictitious employee. The students will identify employee needs/behaviors and compare these to organizational expectations and goals and resolve potential conflicts. Where appropriate, the students will prepare documentation, including a restatement of employee expectations, and identify the need for follow-up actions. After completing employee performance evaluations on fictitious employees, the students will practice/discuss delivering the evaluations to another student and receive feedback.  5 Critical Incident Management  Define necessary skills and outline strategies for the supervision of a variety of critical incidents.  Given several case studies of critical incidents, the students will discuss them in small groups and develop strategies for handling the incidents. Given a case study of a critical incident, the students will identify employee behaviors that require supervisory attention and develop strategies to mitigate the incident.  6 Decision-Making Models  Identify different problem solving techniques and practice utilizing a variety of decision-making models.  The students will become familiar with decision-making concepts and use an appropriate problem-solving model in developing strategies for handling an assortment of incidents of varied complexity. Given a series of video scenarios, the student will decide which incident requires immediate action and which requires additional information to make a sound decision.  7 Employee Relationships  Develop employee relationships to improve performance and enhance professional growth. After viewing video scenarios of fictitious employees, the students will, in small groups, discuss appropriate relationships with employees. Through case studies, the students will identify ways in which a supervisors behavior can impact individuals and the organization. After viewing video scenarios of fictitious employees and reviewing case studies, in small groups, the students will identify a supervisor behavior that will positively or negatively affect employee behavior.  8 Ethical Decision-Making  Interpret and apply key ethical concepts as they relate to decisions involving individuals and groups.  After a facilitated discussion, in small groups, the students will apply an ethical decision-making model to a series of case studies and/or video scenarios. 9 Evaluating Employees  Develop the ability to establish and communicate goals and performance standards. Evaluate, construct, and compose employee performance reviews.  Given information about a group of fictitious employees, the students will identify standard performance expectations for each employee in a variety of situations. The students will analyze job performance documentation and write an employee performance evaluation on one of the employees.  10 Feedback: Giving and Receiving  Develop skills in providing positive reinforcement, eliciting feedback from others, and validating understanding in communications. After viewing video scenarios of fictitious employees, in small groups, the students will discuss where feedback is appropriate. Given a role-playing exercise, the students will use questioning techniques to elicit feedback. They will demonstrate active listening skills to check for understanding and diagnose, based on Situational Leadership II principles, the task-related development level of the employee. Given a role-playing exercise, the students will identify the verbal and non-verbal types of communications used in giving and receiving feedback. After completing and scoring the DiSC Personality Profile, the students will determine how they individually respond to different types of giving/receiving feedback and how best to communicate with other styles. 11 Internal Affairs Investigations  Demonstrate knowledge of statutory and case law relative to administrative internal affairs investigations. Given a reference guide and a series of scenarios, the students will become aware of and be able to refer to statutes found in 3300 et seq. of the Government Code and case law relative to administrative investigations.  12 Leadership Styles and Behaviors  Identify, define, and describe behaviors required for effective leadership and ways to integrate those behaviors in the workplace. Through role-playing exercises, case studies, and in group discussions, the students will identify behaviors required for effective leadership, including high-risk behaviors and consequences of different behaviors. Given a facilitated discussion on Situational Leadership II, the students will understand the four developmental levels of employees and the four leadership responses to enhance successful communication and employee performance. After viewing video scenarios of fictitious employees, in small groups, the students will identify personal leadership strengths and weaknesses and their impact on the role of a supervisor.  13 Power and Authority  List sources of power and authority and analyze appropriate use in the supervisory role.  Through analysis and discussion of case studies and video clips, the students will define the differences between power and authority and identify the sources of each. Through facilitated discussion, the students will identify their own sources of power and authority. After viewing video scenarios of fictitious employees, the students will identify issues of power and authority and how they relate to organizational and personal objectives.  14 Recognizing and Documenting Employee Performance  Identify and document performance levels for individuals, affirming, praising, and correcting behaviors as warranted.  After viewing video scenarios of fictitious employees, the students will be able to recognize exceptional, standard, and below-standard employee performance. After viewing video scenarios of fictitious employees, the students will identify and document performance on each employee. Based on the data, the students will prepare a performance improvement plan on a fictitious employee. After a facilitated discussion, the students will identify legal issues and employee rights relative to employee performance.  15 Role Identification and Transition  Compare and contrast previous roles to those as new supervisors and the impact these changing roles have on organizations and individuals.  Given a small group exercise, the students will list the new supervisory roles. After viewing video scenarios, the students will identify how their roles have changed as leaders and how their relationships with subordinates are affected by their new roles. 16 Stress Management Identify behaviors indicative of stress in employees, including those who have been subjected to critical incidents. Determine appropriate actions to be taken.Given a series of case studies, the students will correctly identify strategies to reduce stress of employees involved in critical incidents and promote employee wellness. The students will also identify symptoms of stress in employees and how to react to them or seek referrals for them. After viewing film clips, the students will, in small groups, discuss the impact of stress on various characters and how stress behaviors would impact an organization. 17 Team Building  Choose techniques that encourage people to work together as a team and how to apply those techniques to subordinate, peer, and supervisory relationships.Given a facilitated discussion, the students will learn typical and predictable stages of team development and supervisory skills needed to encourage such development. After viewing video scenarios of fictitious employees, the students will identify leader actions that contribute to building teams and those actions that can potentially result in team regression. 18 Training Employees  Assess, prioritize, and prepare training opportunities for staff. Given a fictitious team of employees, the students will identify the training needs of one fictitious employee and prepare a training plan to enhance the employees performance. Given the DiSC Personality Profile, the students will determine their personal styles of learning and how best to train individuals with other styles. Through analysis of one of the course topics, the students (in pairs) will conduct a briefing of other students regarding the topic. Given an array of critical and/or current topics, students will prioritize those topics appropriate for daily briefings. 19 Values Describe, explain, and apply individual and organizational values.After viewing video scenarios, the students will discuss the conflict management issues portrayed. Through analysis and discussion about the scenarios and additional case studies, the students will determine how to prevent/resolve conflict with individuals in a multi-generational workforce who have different personal and professional values. Given case studies, the students will apply organizational values to supervisory decision-making.      Commission on POST Supervisory Course - Topics and Objectives January 2012 Attachment B Commission on POST Supervisory Course Topics and Objectives $%()9;KLX& ' ! " % 8 > e ø٭yyqiaUhsh 5OJQJhshJ5hsh:5hsh 5hshBOJPJQJhsh9<OJPJQJhshlBOJPJQJhsh g'OJPJQJhsh59OJQJhshvwOJQJhshlBOJQJhshBOJQJhsh g'OJQJ hsh g'hsh g'5OJQJhsh g'5$%&(Kkd$$Ifl4\v V&Z V t0'644 layts$d$Ifa$gds()89:;d e ! d$Ifgds! 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