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�2006 Candor Communications


2006-02-08 - 11:39 a.m.

SDPI (Work Improvement Thoughts)


don't let this entry stop you from browsing the wonderful (and interesting and curious and odd and outrageous) other places I wandered just cuz I've finally gotten us back into RealTime and uploaded a couple of entries today, ok?...

now, remember a couple of entries ago when I was pondering needs and wants and choices and the way we learn and other stuff like that (that challenges me to open my mind and maybe you too?) and I paused?...

I paused there to write some thoughts about work (born of watching a staff hunched over a letter a kid wrote and thinking of how much the staff's body language reminded me of a cartoon vulture poised over a prey) that is turning into a ... I'm not sure what... partly a questionnaire (as one of our tasks in our newly formed SDPIC {Staff Development Performance Improvement Committee} is to come up with a survey for staff, which we supposedly did last week...

the focus of the committee is to come up with ways to improve the quality of care through improving the quality of the staff)... so I started thinking about what needed improving most and how to communicate that to staff...

but it's also just an essay - thoughts to ponder on the job...

so until I get back to clearing the scribble files and personalizing the entry I paused (hopefully to ask myself which want on my personal list of what I want takes precedence for me these days and how focused my actions are toward that end), I offer up the raw thoughts that either interrupted or flowed out of (or both) the other thoughts that were paused...

I put up the raw babble for your perusal (and will very much appreciate any comments reactions suggestions criticisms you are inspired to share)...


SDPI (Staff Development Performance Improvement)

questions I ask myself - thoughts about the job - a view from the unit


Maybe the single most important quality we need in staff (and somehow need to learn how to teach and develop) is:

How to be and remain positive.

almost as important:

How not to gossip.

.

Human Nature.

How often do we come to work to find someone ready and eager to give us the dirt on what happened?

An easy shift is a boring shift report. Naturally, many of us say we want them (easy shifts).

But do we really? How much does our self-esteem and enthusiasm occasionally come from complaining (or boasting) about how much trouble the kids were or how much work we did on the shift?

We want to pull the important essential information out of an eight hour shift (just as we need to pull the essential synopsis of the child's history and current needs and behaviors out of the medical record of their life when they are admitted), but we must quell the human instict for shock value that draws a crowd at the scene of an accident and draws millions of fans to violent and dangerous sporting events.

The same normal human reaction might make us enjoy the escapades of some wild and crazy kids who tried to run away or somehow got into trouble.

How often to we read something the child wrote looking, without realizing it, for something juicy that we can share with other staff.

How often do we look for something to laugh at in the kid's writing or behaviors?

How often do we complain about the kid's attitude, behavior, rudeness, disrespect, anger? (as if we don't deserve to be treated rudely or disrespected because, after all, we didn't do anything to the kid so why is the kid so angry with us?)

How often do we return anger with anger - simply because it's instinctive. How often do we personalize the rudeness - especially when it is personalized by the kid because we are the authority figure of the moment.

But does the kid really know us well enough to be able to get under our skin as a family member might?

If we react negatively because we care so much and feel hurt that we are treated badly by kids we care for, then we can learn that the source of our negative reaction is a desire to help, caring, positive - and we can redirect our own instinctive negative reaction and energy into more positive thinking and reactions (even if the best we can do in the face of a child's negativity is to ignore and walk away - which is the first step we try to teach the kids, right?).

If we react negatively because we are unhappy having to be treated badly at work by ungrateful kids who need to be disciplined and punished, then we must learn that the source of our negative reaction is that we need a vacation and may be we are in the wrong field.

We each need to take cold hard (objective) look at how we react on the job.

Especially how we react to the kids.

.

Think about the point books and we need to ask ourselves - how does it feel when we are entering a consequence.

How quickly to we move to document the kid's rudeness or negative behavior... are we noting it for later when there's time to document or are we rushing to the point books to slash in a major? Are we reporting or seeking some sort of revenge? Are we reporting or punishing?

We'd all like to think we are reporting, better yet, recording, but too often the feeling appears more like a dark angry mark of our pen on a major or level drop line. Look at the major page, look at your lines and at your initials. I'll be we can privately tell just when we were reporting and when we were angry and possibly retaliating.

Look at your progress notes. Compare a "no problems" good day to a frustrating "gave majors" or "gave level drop" bad day. See any difference in your handwriting?

What do you think the kid sees?

What do you think the kid sees when he or she looks at you?

Or hears your voice? (ever consider taping yourself for a shift so you can hear what you sound like?).

.

When you arrive at work, what is the first thing you do?

Do you sit and chat with your co-workers? Do you discuss your personal lives? Do you discuss the kids? Do you complain?

Is it a positive exchange of information and ideas or is it more of a grip session with the outgoing staff complaining about this kid or that kid? how do you react if it's the grip session? Do you join in telling of your negative experiences with that kid? Do you listen and offer a positive thought?

When you arrive at work are you eager to get out on the floor and say hello to your assigned kids?

Or do you hang back reading logs, talking to staff, and wait until the last possible moment to interact with the kids?

Do you arrive consistently early or late to work?

If late, do you think arriving consistently late to work could be due to your not wanting to deal with the kids or other aspects of the job?

Think about your experience at work. Can you list five interactions with kids that you feel really good about, that you are proud of? Can you list two work interactions you experience or initiated in the past week?


.

Thoughts about Sleep Time:

Listen carefully as you make rounds as you approach the kid's bedrooms. Do you hear the jungle of keys? Do you head the clicking of heels on the tile?

And when you look into the kid's room, do you hear the clicking of metal - the wand against the wall sensor? How loud is it? Do you hear the door opening or closing? Are you talking as you stick your head into the kid's room? Are you focused on making the wand beep, on putting the wand to the sensor?

And in that brief stop at their doorway to touch wand to wall during Q15 rounds, how much time did you actually spend looking at and listening to the kid?

What sounds did you bring the the kid's sleep space four times an hour all night?

If you hear a kid telling the nurse or another staff that they couldn't sleep and were up all night, how do you feel?

And at least tell yourself the truth now -

When you saw the heading "Thoughts About Sleep Time" was your first thought about your break?

.

Prioritize these wants on the job (or maybe use a 1-5 scale, 5 being your strongest wants):

____ no violence
____ no problems
____ no frustration
____ no anxiety
____ quiet shift
____ teaching skills
____ challenging issues
____ conflict resolution
____ helping kids
____ helping peers
____ helping supervisors
____ looking good
____ making friends
____ being popular
____ getting paid
____ coming to work
____ going home
____ taking on responsibility
____ leading a group
____ learning
____ being a team player
____ pleasing your supervisor
____ pleasing your peers
____ pleasing the kids
____ being fair
____ being right
____ not being wrong
____ hug someone
____ hit someone
____ scream
____ laugh
____ cry
____ smile
Now do the same for your wants in your life:

____ no violence
____ no problems
____ no frustration
____ no anxiety
____ quiet shift
____ teaching skills
____ challenging issues
____ conflict resolution
____ helping kids
____ helping peers
____ helping supervisors
____ looking good
____ making friends
____ being popular
____ getting paid
____ coming to work
____ going home
____ taking on responsibility
____ leading a group
____ learning
____ being a team player
____ pleasing your supervisor
____ pleasing your peers
____ pleasing the kids
____ being fair
____ being right
____ not being wrong
____ hug someone
____ hit someone
____ scream
____ laugh
____ cry
____ smile
On average, how do you usually feel coming to work? (rate each one 1 - 5)

____ happy
____ tired
____ who cares
____ angry
____ frustrated
____ bothered
____ amused
____ welcome
____ appreciated
____ distracted
____ trapped
____ rushed
____ excited
____ sad
____ jovial
____ lost
____ determined
____ peaceful
____ passionate
____ friendly
____ smart
____ pleasant
____ focused
____ happy to be out of the house
____ like you're forgetting something

On average, on a scale from 1 - 5, how do you usually feel when you leave work?

____ happy
____ tired
____ who cares
____ angry
____ frustrated
____ bothered
____ amused
____ welcome
____ appreciated
____ distracted
____ trapped
____ rushed
____ excited
____ sad
____ jovial
____ lost
____ determined
____ peaceful
____ passionate
____ friendly
____ smart
____ pleasant
____ focused
____ happy to be gone from the place
____ like you're forgetting something
.

to be continued...






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