Building Relationships
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1 Building Relationships Office of Equity and Inclusion/Professional Standards Presented by: Dr. Todney Bynes
2 Who We Are Office of Equity and Inclusion/Professional Standards Education/ Prevention Investigations/Discipline
3 North: Let s do it. Likes to act, try things, plunge in. West: Paying attention to detail- likes to know the who, what, when, where, and why before acting. East: Speculating- likes to look at the big picture and possibilities before acting. South: Caring- likes to know that everyone s feelings have been taken into consideration and their voices have been heard before acting.
4 Question Prompts 1) Select a theme song. 2) Select a mascot. 3) What are the strengths of your style? 4) What are the limitations of your style? 5) What is your pet peeve?
5 RESULTS Assertive, active, decisive Likes to be in control Thinks in terms of the bottom line Quick to act and decide Expresses urgency for others to take action EXCESS Easily overlook process Get defensive, argue Lose patience, act impulsively See things in only black and white Hurt the feelings of others Hard time delegating HOW TO Present case quickly and with enthusiasm Establish timelines and stick to them Involve them in the process Focus on the challenge of the task
6 Famous North People
7 RESULTS Understanding and supportive of colleagues and peers Integrates input of others Feeling-based, trusts own emotions and intuition Builds on ideas, team player, noncompetitive EXCESS Has trouble saying No to requests Internalizes difficulty and assumes blame Difficulty confronting or handling anger Can overcompromise in order to avoid conflict HOW TO Justify your decisions around values and ethics Listen hard and allow the expression of feelings and intuition Provide plenty of positive reassurance Let the person know you appreciate them
8 Famous South People
9 RESULTS Visionary who sees the big picture Creative thinker; able to think outside the box Enjoys problem solving Likes to experiment, explore EXCESS Can put too much emphasis on vision at the expense of action or details Can lose focus and track of time Tends to be highly enthusiastic early on, then burn out over the long haul HOW TO Show appreciation and enthusiasm for ideas Listen and be patient during brain storming Avoid criticizing or judging ideas Provide help and supervision to support detail
10 Famous East People
11 RESULTS Practical, dependable and thorough in task situations Uses data analysis and logic to make decisions Skilled at finding fatal flaws in an idea or project EXCESS Can be bogged down by information Can become stubborn, resistant to change Can be indecisive, collect unnecessary data, mired in details, analysis paralysis HOW TO Allow plenty of time for decision-making Provide dataobjective facts and figures Minimize emotion and use logic Appeal to tradition and utilize correct procedures
12 Famous West People
13 Communication What you hear Tone of voice Vocal clarity Verbal expressiveness 40% of message What you see or feel Facial expression Dress and grooming Posture/ Body Language Eye contact Touch Gesture 50% of message Words are only 10% of the message!!
14
15 Customer Service Exercise Turn and Talk Think of a situation where you received great or poor customer service. What did you notice? What could staff have done differently to ensure a quality experience?
16 What is a Customer? They are not an interruption of our work. They are the purpose of it. They are a part of the organization not an outsider. They are people with needs and wants and it is our job to fulfill them. Without them, we would not have an organization.
17 Customers Expectations Be treated with courtesy and respect. To ask questions when they do not understand. To timely service, whether in person, by phone, or in writing. To receive service from knowledgeable, competent & cooperative staff. To complete, accurate, reliable information & feedback
18 Customer Service vs. Customer Experience
19 Polite and Friendly Alternatives I DON T KNOW I ll find out. NO What I can do is THAT S NOT MY JOB Let me find the right person who can help you with. YOU RE RIGHT THIS IS BAD I understand how you feel. THAT S NOT MY FAULT Let s see what we can do about this. CALM DOWN I apologize..
20 Parent-Teacher Conferences Listen to what parents have to say. Thank them for taking time to come and meet with you. When you communicate with parents throughout the year, there will be no surprises.
21 Sandwich Approach Begin with something positive. Work your way into what needs to be improved upon. Finish with something positive.
22 Glows and Grows Student s Strengths Be prepared with notes on the student and group the notes into two categories- Glows and Grows. This will help you focus on the student both academically and behaviorally. Student s Needs
23 PRACTICE On one side write a word or phrase about who you are SOMETHING THAT IS OBVIOUS TO OTHERS. On the reverse side write a word or phrase about who you are THAT IS NOT OBVIOUS TO OTHERS. We will time you. Take five (5) minutes to share what is on both sides of your paper with your table colleagues.
24 Cultural Competence The ability to communicate effectively across differences. -Cross, et. al. (1989)
25 Perceived Behavior Possible Cultural Source Student avoids eye contact. Student smiles at seemingly inappropriate times. Student shrinks from physical contact or interacts at an inappropriately close distance to others. Student does not eat with peers. Student does not participate actively in group work. Student is unresponsive, uncooperative or even disrespectful in dealing with teachers of the opposite gender. Student seems reluctant to engage in debate, speculation, argument or other classroom processes. Student exhibits discomfort or embarrassment at being singled out for special attention or praise. Casting the eyes down may be a demonstration of respect. A smile may be a gesture of respect, meant to avoid offence in difficult situations. There are significant differences among cultures with respect to personal space. There may also be taboos associated with certain parts of the body (top of the head, soles of the feet, etc). Some students may be unaccustomed to eating with anyone but members of their own family. Cooperative group work is not used by teachers in all cultures. Students may be unaccustomed to collaboration. Separate schooling for boys and girls is the norm in some cultures, and the expectations for males and females are quite different. In some cultures, it is considered inappropriate to openly challenge another s point of view, especially the teacher s. To put oneself in the limelight for individual praise is not considered appropriate in some cultures, where the group is considered more important than the individual.
26 Culturally Competent Individuals Acknowledge cultural differences Understand their own culture Engage in self assessment Acquire cultural knowledge and skills View learning and behavior within a cultural context
27 Questions?
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