Day 2: Pre Service Training

BHC/Y Community, Compelling Need, Program Mission, Partnerships

Team BuildingGoal Setting

Time Sheets & Mileage Claim

Welcome

Sign In/Review Agenda Energizer/Ice Breaker

Building Healthy Communities 101

This may be Building Healthy Youth for your program

In 2010, The California Endowment embarked on a new, 10-year strategic direction: Building Healthy Communities. The goal is to support the development of communities where children and youth are healthy, safe, and ready to learn.

10 Target Communities

AMC BHCNorthern California

Del Norte and Adjacent Tribal Lands

East Oakland South Sacramento Southwest/East Merced

County Central/Southeast/

Southwest Fresno

AMC BHC Southern California

South Kern County Long Beach Santa Ana East Coachella Valley City Heights in San Diego

BHC Video

http://www.calendow.org/healthycommunities

Ann Georgian – Director School Community Partnerships

Program Assistant – Alicia Mil

Prevention Services – April

Dominguez

Coordinator – Michael Figueroa

Program Supervisor – Southern CA

Local Facilitator – One per 5

communities

Site Supervisor

AmeriCorps

Member(s)

18 – 30 Mentees

Each

Coordinator – Jeff Coomber

Program Supervisor – Northern CA

Local Facilitator - One per 5

communities

Site Supervisor

AmeriCorps

Member(s)

18 – 30 Mentees

Each

PROGRAM STRUCTUREBuilding Healthy Communities / Youth AmeriCorps:

BHC Community

Regional

Statewide

Your CommunityCompelling Need

This is where you talk about your community & the compelling need

For specific site information go to http://www.calendow.org/healthycommunities/communities.html

Program Mission

Partnerships

Each One Teach One Activity

Team member’s name Skill to be shared Who would like to learn this skill?

Discussion

Discuss your community – what are its needs?

What are the resources that you know about?

What skills or knowledge can each member share to contribute to helping the community this year?

Discussion continued

Discuss team meeting. When, where, how? (i.e. think about rules & consequences, sharing meeting facilitation, roles, etc.).

As a team create Norms. Discuss school site & after school

assignments.

Intro to Team Building & Communication Styles

Place a photo of members and supervisors

at orientation or another event here.

Field-vetted resource contributed by North Carolina Campus Compact, NC. Please retain the original program attribution when adapting or using this resource.

Building a team Team: a group of people who must work together to

accomplish a common task. NOT:

A group = a collection of individuals gathered together to meet the individual needs of the members;

ORA committee = a group of people officially delegated to perform a function,

usually planning or decision-making

Team members make great personal sacrifices of time and schedule because of their commitment to one another and the common goal. A successful team generates and thrives upon a deep personal loyalty between team members.

Must have for teams

Common purpose Clear roles Accepted leadership Effective processes Solid relationships Clear communication

Team killers

Team members’ pride Lack of acceptance Suspicion Inflexibility Docility Others??

Understanding your teammate

Different personalities come together for a common goal

Different values, approaches, understandings, ways of doing things, history with the organization

Can contribute to staff conflict, challenges Myers-Briggs Type Indicator (MBTI) = a way

to understand more of your teammates. YOU MAY CONTINUE WITH MYERS-BRIGGS TYPE INDICATOR OR DO YOUR OWN LEADERSHIP/PERSONALITY STYLE ASSESSMENT, OR CHOOSE TO SKIP THIS ALTOGETHER

Four MBTI Dichotomies(Slides 18-28 are optional)

Extraversion – Introversion- E - I Dichotomy

Sensing – Intuition - S - N Dichotomy

Thinking – Feeling - T - F Dichotomy

Judging – Perceiving- J - P Dichotomy

Where do you prefer to focus your attention – and get your energy?

How do you prefer to take in information?

How do you make decisions?

How do you deal with the outer world?

Understanding preferences

No type better than other When coming together in a team . . .

- Similarities may be weaknesses- Differences may be strengths- Similarities may be strengths- Differences may be weaknesses

Learn the other to build the team, not to pigeonhole/stereotype

Use the information to help, nurture, never to harm Twp-way responsibility

E-I Dichotomy: source of energy

Most who prefer Extraversion- Prefer action over

reflection- Are attuned to external

environments- Communicate by talking- Learn by

discussing/doing- Are sociable &

expressive- Enjoy working in groups

Most who prefer Introversion- Prefer reflection over

action- Are attuned to inner

world- Communicate in writing- Learn through mental

practice & reflection- Are private & contained- Enjoy working alone or

in pairs

E-I preference & Your team

What’s worse – no or frequent interruptions? What do you consider a large party or group? Does a large party excite/frighten you? What do

you do when you get there? What is your “social” expectation of your office?

- During the work day- After work/weekends- Why is this your hope/expectation?

Identify your similarities & differences. What do these mean for your team?

T-F dichotomy: decision making

What’s worse – no or frequent interruptions?

What do you consider a large party or group?

Does a large party excite/frighten you? What do you do when you get there?

What is your “social” expectation of your office?- During the work day- After work/weekends- Why is this your

hope/expectation? Identify your similarities &

differences. What do these mean for your team?

Those who prefer feeling- Are empathetic- Guided by personal values- Assess impact of decisions

on people- Strive for harmony &

positive interactions- Are described as

compassionate- Search for point of

agreement in an argument- Fair = everyone treated as

an individual

T-F preference & Your team

What’s more challenging for you: working in an environment that lacks logic or that lacks harmony?

What process would you use for making a decision, such as which students will attend training or an event?

Identify your similarities & differences. What do these mean for your team?

J-P dichotomy: lifestyle

Those who prefer judging- Scheduled/organized- Finish one project

before starting another- Like things decided- Avoid last minute

stresses, finishing tasks before deadline

- Limit surprises- Routines are effective

Those who prefer perceiving- Spontaneous/flexible- Start many projects,

have trouble finishing- Open to change, keep

things loose- Energized by last

minute pressure finish at the deadline

- Enjoy surprises- Routines are limiting

J-P preference & Your team

What’s more challenging for you: winging it or adhering to a schedule?

Describe your ideal vacation. What do you do? Process for getting to that . . .

Identify your similarities & differences? What do these mean for your team?

Benefits of gaining insight

Can reduce defensiveness when in a disagreement Increase openness to feedback from what is

going on around you Can improve your ability to see others more for

who they are, appreciating their individual gifts and contributions

Can enhance your ability to appreciate your own unique contributions and responses

Can help you choose realistic goals, accomplish what you say you will

Appreciating others on the team

You can understand and adapt as necessary to your leader’s preference

You can give assignments/requests in a way that appreciate your staff’s preferences

Improves communication Know who to go to for what = utilize each

type depending on the situation How might your staff meetings look different

with MBTI understanding?

Summarizing the team Similar types on a team

- Understand each other more quickly and easily- May reach decisions quickly, but may have one-

sided view of the situation/options- May fail to appreciate gifts & contributions lacking

on the team

Variety of types on a team- Longer to establish communication- Less likely to overlook possibilities & details- Longer to reach consensus

Coming together is a beginning.

Keeping together is progress.

Working together is success.

- Henry Ford

T.E.A.M

Together

Everyone

Achieves

More

Lunch

Timesheets

Timesheets 1 – 7 minutes past 15 minute increment Round down Example – Member report

time is 7:45 and Member arrives late at 7:52; 7:45 is written on timesheet

8 – 14 minutes past 15 minute increment Round up Example – Member report

time is 7:00 and Member arrives late at 7:08; 7:15 is written on timesheet

THIS DOES NOT MEAN IT IS OKAY TO BE LATE. THIS INFORMATION IS FOR ACCOUNTING PURPOSES.

Timesheet Completion Please put Sunday’s date in the “Date of Week” spot. Please record time totals in decimal figures. (Example: 3 hours and 15 minutes = 3.25 hours) Record time to the nearest 15 minutes. Round down for up to 7 minutes after (Example:

7:52 will be entered as 7:45). Round up for 8 minutes after (Example: 8:08 will be entered as 8:15).

Your daily schedule should be arranged by 15-minute increments (Example: Start service at 7:45 daily, take lunch at 12:15 daily, finish service at 6:00 daily). For example, you will NOT begin work at 7:35 daily and take lunch at 1:03 daily.

All site, community service project, and fund raising times should be recorded on the front “Direct Service” side.

During weekdays, account for all morning and afternoon slots before submitting time sheet to site supervisor. If you were not working during a normal workday, morning or afternoon, please write “OFF” or reason for absence.

All training session and public relations activity times should be recorded on the back “Training and Community Relations Activities” side.

Always total each column on your time sheet, even when the amount is zero. Submit time sheets even if you served zero hours during the week. (If you are taking

vacation, are sick or on leave, you must continue to submit your completed timesheet.) Please double-check your math before submitting time sheet to Local Facilitator.

Where to record activities

Hours at School Site: Service-Related Activities

•Tutoring or intervention time at site•After school tutoring or mentoring programs•Chaperoning field trips•Back to school nights•Supplemental Time Sheet (green) for additional direct service or work site.

•Community service projects•Volunteer recruitment•Project planning time•Community collaborative meetings•Paperwork (must receive approval beforehand, indicate the nature of paperwork, and be able to produce completed work)•Supplemental Time Sheet (pink) for multi-day service projects.•Approved fund raising activities (list beneficiary)

Direct Service (front side)

Where to record activities

Training: Community Relations:

• AMC training• School site training• Other approved training• Team meetings •Conferences and workshops• Performance evaluations• Meetings with staff regarding performance•Exit interviews

• Speeches• Public information activities• Parades• Display boards

Training & Community Relations (back side)

Site Sign In

Mileage

Mileage Reimbursement Policy

Refer to Member Agreement Exhibit C Under some circumstances you will be entitled to reimbursement for

mileage when you use your car for transportation for official program business. Travel must receive prior approval from supervisor.

Mileage for use of a private car on official business will be computed at the current approved Internal Revenue Service rate, which is 55.5 cents. This is not reported to the IRS on your W-2 Form.

The amount of money in the program’s budget for travel is limited. Therefore, please try to car pool whenever possible.

Note: Car pools are to be arranged when two (2) or more members are being transported in privately owned automobiles to the same destination, unless other official business circumstances make such pooling impractical and more costly.

Please let us know if you need help making car pool arrangements.

Mileage Reimbursement Policy

B. Mileage is not reimbursable under the following circumstances: 1. To cover your mileage from your home to the school or other

work site where you agreed to work, even if you live outside of that geographic area.

2. To cover your mileage from your home to a meeting, training, project or other event site in the geographic area where you are assigned, even if you live outside of that area. This rule applies to weekday and weekend events.

3. To cover mileage to a meeting, training, project, or other event that does not require you to drive further than you would have normally driven between your assigned school site and the work site.

Mileage must be by the most direct route possible.

Mileage Reimbursement Policy

4. You cannot claim mileage if you are not the driver or owner of the car. If you participate in a car pool, only one person in the car can claim mileage.

Note: A. Employees who utilize private vehicles in the course of

their official duties shall have in their possession a valid California driver’s license and carry current automobile insurance with at least minimum coverage for public liability and property damage as specified by the State of California.

B. A member who operates a private vehicle in violation of the above insurance requirement is subject to disciplinary action.

Mileage Reimbursement Policy

C. Claims may be submitted to your Local Facilitator monthly if activity warrants (minimum of $10.00). All claims for the fiscal year must be sent by June 30th.

D. If you use public transportation, you may submit a claim for reimbursement. The receipt must be attached to the mileage reimbursement form.

NOTE: Claims must be legible. The form is available for on-line preparation if

desired. Fill in all fields, include roundtrip miles, and be as thorough as possible

(attach additional explanation if needed). Don’t worry about vendor number or account number. We will supply this information at a later time.

Travel claims received in Internal Accounting by the 5th of the month will be paid by the 15th and claims received by the 15th will be paid on or before the last day of the month. Payment will be delayed on claims that require additional clarification, documentation or budget transfers.

Goal Setting

A goal is a destination, something you want or need, which you acquire by taking certain steps

Goals should always be in writing and be meaningful to you

When YOU set your goals, you are more likely to accomplish them.

SMART Goals

S – Specific; the more specific the goal, the more you’re likely to accomplish them

*Who:      Who is involved? *What:     What do I want to accomplish? *Where:    Identify a location. *When:     Establish a time frame. *Which:    Identify requirements and constraints. *Why:      Specific reasons, purpose or benefits of accomplishing the goal.

Ex) “I want to lose 5 pounds, to be healthier”, instead of “I want to lose weight”

SMART Goals

M - Measurable; make sure you can measure the so you can tell when it’s accomplished

Ex) I will get A’s and B’s on my next grading period”, instead of “I will get better grades”

To determine if your goal is measurable, ask questions such as......How much? How many? How will I know when it is accomplished?

SMART Goals

A – Action Plan; make a plan and write it down. Who, where, when?

Ex) “I want to save $250 by the end of the summer”, instead of “I want to be rich by the end of the summer”

I will only go to Starbucks twice a month I will cut coupons to save on groceries

SMART Goals

R - Realistic; be realistic with what is really possible

Ex) “I want a job that starts at $40,000 a year”, instead of “I want to be a millionaire”

Your goal is probably realistic if you truly believe that it can be accomplished. Additional ways to know if your goal is realistic is to determine if you have accomplished anything similar in the past or ask yourself what conditions would have to exist to accomplish this goal.

SMART Goals

T – Time Specific; give yourself a time limit, be realistic, and stick to it; goals can be either short-term, long-term, or immediate.

Ex) “I will do X immediately”, instead of “I will do X in the long-term, within a year”

Short Term VS Long Term Goals

Goals, both long-term and short-term, motivate us to be focused and productive.

Short-term goals are those that you can realize in the near future, such as in a day, within the week or even a few months. - Examples of short-term goals include finishing a pending project at school or getting done with shopping for the holidays.

Long-term goals are the ones that you plan to achieve over a longer period of time such as over a year, 5 years or more. Long-term goals are usually those that are meaningful give you a sense of greater purpose.

- An example of a long-term goal is to finish graduate school in the next five years.

Short Term VS Long Term Goals

It is important to maintain a balance between short-term and long-term goals.

Have at least one short-term goal and one long-term goal at any given time.

Having long-term goals is necessary but always keep in mind that you will need time before you can achieve them.

It's easy to become discouraged on your long-term goals if you have no short-term goals to provide you with a sense of accomplishment.

Prioritizing Goals Set long term goals first. This will give you a sense of direction and

purpose. After you have identified and set your long-term goal, you can start making short-term goals that relate to your long-term goals. Short-term goals serve as stepping-stones towards achieving your long-term goals. They are simpler and easier to accomplish than long-term goals.

Achieving short-term goals gives you a sense of accomplishment that will help motivate you to pursue your other goals. By setting and focusing on these short-term goals and realizing them, you build momentum towards achieving your long-term plans.

Before you start setting your goals, take a few moments to list down the things that matter most to you. Writing down your goals help solidify them in your mind. Most importantly, never forget to reward yourself whenever you achieve success in any of your goals.

Team Building

Reflection

AMC Individual Goal Plan

Announcements

Adjourn