Spilyay tymoo., February 26, 1982, Page 7, Image 7

Page 8 February 26,1982
Spilyay Tymoo
Employee development is their main concern
“Where can I go from here?”
Employees of the Confederated.
Tribes of Warm Springs in
general have a desire to learn
md if possible to advance in
position. Often, though, skills
need to be acquired and
developed for better under­
standing of particular jobs and
the overall concern of the
Tribes. So, “Where do I go
from here?”
The Employee Development
Department exists for the
purpose of helping employees
increase skills whether it be for
their current job, transfer, or
with advancement in mind.
Employees, working with
Rudy Clements and Pinky
Beymer, can receive training in
skills ranging from Emergency
Medical Training to shorthand
or managerial skills. Clements,
as department manager says,
“Our program has a lot of
flexibility and potential for
employee development.”
The Employee Development
Department was created after a
task force study showed the
need for a way that tribal
employees might develop their
skills. Many of the training
program s in the various
d ep artm en ts were being
duplicated. To save money and
duplication it was determined
th a t tr a in in g co u ld be
organized to facilitate several
different departments at once.
It could be ongoing and it
would be of benefit to the tribal
employees, especially tribal
members.
The task force study made
some interesting findings in
regards to employee training.
The first finding as listed in the
task force study determined as
previously stated, that training
was uncoordinated. There were
no efforts for joint planning in
the various departments.
In training that does take
place there is little assurance
that training is consistent with
overall tribal priorities.
It was found that there was
little training provided in
management and supervision.
Supervisors related that they
saw the importance of assisting
e m p lo y e e s w ith c a r e e r
planning, but have little
training or experience in doing
so. The study determined that
“much of the training desired
by managers is particular to
Warm Springs. Consequently,
the organization will have to
develop its own training...”
The study also concluded
that even though existing
policies make all employees
eligible for training, there is an
im p lie d t r i b a l m e m b er
preference.
And finally, there appealed
to be a shared concern that
establishm ent of a tribal
training function and diminish
supervision responsibility for
employee training.
As a result of these findings
the Employee Development
Department was created in
March of 1981. It began as a
small space next to the
Planning department in the
Warm Springs Administration
building, with one person,
Rudy Clements.
In October the department
moved to the second floor of
the Old Boy’s dorm. But, TRAINING—Emp/oyee Development department manager
Clements says, “there’s a lot of Rudy Clements and much valued assistant Pinky Beymer show
films on work situations as well as helping employees plan for
things still needed.”
advancement.
As far as meeting employee’s
Spilyay Tymoo photo by Shewczyk
needs in the three rooms
attended this workshop were
Emergency Medical Train­
d e d ic a te d to E m ployee
tra in e d to p re se n t th e ing was offered to Fire and
Development he says, “ I want
information they learned to Safety employees recently.
to start small and develop the
o th e r tr ib a l em p lo y ees. Shorthand, Storytelling and
department to meet the needs
A n o th e r E s s e n t i a l s of I n t r o d u c t i o n to E a r ly
of the employees.”
M anagement w orkshop is Childhood Development was
Several training workshops
already scheduled.
also offered through Central
have already been held under
The Employee Development Oregon Community College.
the direction of the Employee D ep artm en t has recently
P a r tic ip a n ts f o r th e
D evelopm ent D e p a rtm e rt c o m p le te d a w o rk s h o p
workshops are selected and
staff. A management workshop comparing the management approved by supervisors and
w as h e ld i n t r o d u c i n g
practices of the United States department heads. Many of the
im p o r ta n t e s s e n tia ls of
with those of Japan, Social workshops will be offered
m a n a g e m e n t to t r i b a l
and cultural values are an repeatedly to accomodate all
members. It covered such
important part of Japanese who wish to attend.
e le m e n ts as p la n n in g , mangement practices. This was
Films and cassette tapes for
organizing, and controlling, b ro u g h t o u t along w ith staff and individual develop­
motivation and communica­ comparing our management ment are available at the
tion. Tribal members who practices with someone elsés.
E m p lo y e e D e v e lo p m e n t
Department office. Some of the
films include “5 ways to
manage conflict,” “The power
of positive reinforcement,”
“Basic concepts of motivation”
and “Working with troubled
employees.”
Some of the cassette tapes
available include: “Basics of
m anagem ent,” “ M otivation
through job enrichment,” “The
use of time,” “Productive
m eetings,” and “ Effective
speaking.” These are only a
few.
Films and tapes are available
upon request for viewing or
listening by the entire staff in a
department or they can be
checked out be an invidivual.
Books are also held in stock.
Department manager, Rudy
Clements, stressed the fact that
the Employee Development
Department strives to work
with a department to develop
training programs which fit the
needs of the department. When
the same training program can
be applied to several different
d e p a rtm e n ts a tr a in in g
workshop to include a number
o f d e p a rtm e n ts can be
arranged.
C le m e n ts f e e ls t h a t
“management has to make a
commitment to the program.”
He says, “Itis the responsiblity
of management to provide and
deliver training and to support
it. We’re here as a resource to
them.”
The Employee Development
D e p a r t m e n t , C le m e n ts
emphasizes, “should not be
viewed as the expert. We are a
means to assist in the
development of mangerial
skills and other job related
s k i l l s . ” T h e E m p lo y e e
Development Department has
resources available and will do
what it can to train individuals.
Clements feels “The value of
tra in in g fo r a trib a l
organization employee is going
to be a positive criteria. It’ll
s t r e n g t h e n o u r w h o le
organization.”
Respect child’s view
Parents, teachers and those
interested in the development
of the brain in children
attended a lecture given by Dr.
Jake Nice from Oregon State
U niversity and holds a
doctorate in science education.
His lecture was sponsored by
the Title I Parent Advisory
Council.
Speaking to the audience Dr.
Nice invited the audience to
“open your minds,” To take a
look at education and how it
affects the children.
Nice spoke on the concept of
left and right brain learning.
The left side of the brain
specializes in quantitative,
logical, analytical and objective
learning. The right brain on the
other hapd is subjective,
synthetic, artistic and poetic.
In the schools to d ay
students rewarded for their left
Working on cars
brain thinking. Seldom is there
a reward for right brain
Earfy in February the Warm Springs Cub Scout Dens 1 and 2 gathered to race their
t h i n k i n g , f o r m a k in g
crafted pinewood vehicles down a 32-foot inclined track. Top finishers in the pack traveled to relationships or for creating
Prineville fo r the District Pinewood Derby. Representing Pack 59 were, Woody Picard, Scott artistically. This type of
Moses, Marvin Arquette, and Gregory Arquette. Cub Scouts meet weekly on Mondays and thinking is made to be of less
Wednesdays at the 4-H / Scout Room in the Boys Dorm building. Pictured above re two cub scouts im p o rtan ce th an logical,
working on their handcrafted cars in preparation for the race.
objective thinking.
Spilyay Tymoo photo by Shewczyk
The best way to help a child
develop Dr. Nice feels is to
encourage activities with both
sides of the brain. There should
be made available to the child
the opportunity to use either
side, to allow him to read well
or draw well, or both.
Learning to respect children
is the answer, Dr. Nice feels.
The g reatest danger to
ch ild ren , he stressed is
“adultism.” Adults do not feel
it necessary to respect a child’s
worldview. But a child’s world
is much d ifferen t. W ith
“adultism” comes a lack of
playfulness and a loss of
spontaneity.
It is not the responsibility of
adults to stifle creative right
brain thinking and encourage
left brain development. An
adult must only give the child
an environment where trust
and encouragement in learning
can take place, ihe child then
can proceed in any direction he
wishes with adult support.
Each child will develop to his
fullest in a positive environ­
ment. One child may learn
towards right brain thinking
while left brain thinking may be
preferred by another. “We have
to learn to cherish the
differences,” Nice says.