Welcome to Supervising for Excellence!

1. Welcome to Supervising for Excellence!

2. Part One Course Objectives Perform a supervisor self assessment. Identify the challenges related to transitioning from peer to supervisor. Develop strategies and skills for transitioning from peer to supervisor, including peer support from other supervisors.

3. Part One Course Objectives Review results from the Myers/Briggs Personality Inventory. Identify the areas of supervision that are likely to be challenging based on your assessment results. Discuss methods of capitalizing on the strengths of the various personality traits. Identify strategies for dealing with co-workers who have personalities that differ from your own.

4. Part One Course Objectives • Explore the connection between supervision and family outcome. • Explore the connection between supervision and the worker’s ability to engage, focus, and facilitate change. • Discuss the relationship between the worker’s ability to engage in a working and positive relationship with a family and a positive outcome with that family.

5. Part One Course Objectives Compare verbal and non-verbal communication. Define active listening. Practice active listening skills.

6. Part One Course Objectives Define resilience and identify resilience capacity. Identify the effects of worker exposure to trauma in the lives of clients. Understand how compassion fatigue and unresolved work-related grief erode resilience. Develop and apply strategies that promote and enhance resilience, including self-care actions.

7. Part One Course Objectives Review top ten ASFA requirements. Review the requirements of the Child and Family Services Review (CFSR). Explain the impact of ASFA on case practice. Explain child welfare goals, outcomes and measures as defined by federal and state requirements. Identify the relationship between these measures and day to day practice. Use the data from reports to monitor the performance in your agency.

8. Part One Course Objectives Discuss barriers to time management. Identify strategies to improve time management. Identify daily/weekly/monthly required tasks of a supervisor. Create an action plan for implementing time management strategies.

9. Part One Course Objectives Express a personal value related to your new position as a supervisor. Choose a project using your supervisory skills and presenting a challenge or problem to be solved. Identify the details of the project you will complete for the Supervisory for Excellence Training.

10. Managing Caseload vs. Managing People • Managing a caseload: • Assess and allocate resource needs of clients • Coordinate client activities • Implement procedures • Managing People: • Assess and allocate resource needs of staff • Coordinate staff activities • Develop/implement procedures

11. Management Skills • Scheduling several home visits in a week: Time management • Identifying new ways to meet client needs: Resource Planning/ Problem Solving

12. Management Skills • Work with colleagues in other agencies: Networking • Plan a case conference: Organizing • Doing all this in a day! Multi-Tasking

13. Performance Expectations • Clear • Concise • Measurable • Related to larger organizational goals

14. Consider History of Performance • Have deficiencies been documented? • Employee should have written notice of ongoing concerns. • Include positive notes as well as problems. • What are the circumstances around the performance issues?

15. Top Ten Reasons New Supervisors Fail • Ineffective communication skills/practices • Poor work relationships and interpersonal skills • Person job mismatch • Fail to clarify direction/ performance expectations • Delegation and empowerment breakdowns

16. Top Ten Reasons New Supervisors Fail • Failing to adapt and break old habits • Unable to develop teamwork/ cooperation • Lack of personal integrity and trust • Unable to lead/motivate others • Poor planning practices/ reactionary behavior

17. Working with Others Review results from the Myers/Briggs Personality Inventory. Identify the areas of supervision that are likely to be challenging based on your assessment results. Discuss methods of capitalizing on the strengths of the various personality traits. Identify strategies for dealing with co-workers who have personalities that differ from your own.

18. Myers/Briggs Type Indicator • Taking the Myers/Briggs Type Indicator Inventory is voluntary. • Inventory results will never be used to label, evaluate, or limit you in any way. • Results are confidential and not given to anyone without permission. • The Inventory is not a test, since there are no right or wrong answers.

19. Personal Projects • Consistent with current duties as a supervisor. • Consult with your supervisor (if you haven’t already). • Should present a challenge and require you to learn something new.

20. Re-Thinking Supervision Objectives • Explore the connection between supervision and family outcome. • Explore the connection between supervision and the worker’s ability to engage, focus, and facilitate change. • Discuss the relationship between the worker’s ability to engage in a working and positive relationship with a family and a positive outcome with that family.

21. Supervision - The Foundation • Focuses on the process of change • Helps to expand worker’s empathy • Has a teaching perspective • Highlights ethical issues • Has an evaluative function • Creates accountability • Transfer of knowledge

22. Types of Supervision • Task Supervision • Case Supervision • Clinical Supervision

23. People are always changing or getting ready to change: • How do we meet them in the change process? • How do we not collude to help them stay the same? • How do we minimize our reactivity to their ambivalence? • How do we facilitate the process of change?

24. Clinical Supervision Worker Client Supervisor

25. Dimensions of Clinical Supervision • Manage anxiety • Focus on thinking • Parallel process • Ethical and liability concerns • Expand empathy • Teach clinical techniques • Increase awareness of and use of self • Serve as a role model • Use of self

26. Power of Questions • Statements bring us into relationship with the other • Statements are often generated from anxiety - they do not invite curiosity • Questions invite the other to tell us something about themselves • Questions stimulate thinking

27. Power of Questions • Questions give us information about ourselves and how we see the world. • Questions ask people to develop their listening skills.

28. Use of Self in the Process of Change • Use of Self • A Co-Authoring Stance • Establishing Self as Audience • Working in the Theme of the Story • Relationship

29. Use of Self in the Process of Change • Establishing a Therapeutic Foundation • Encouraging the Possibility of Change • Working from a Position of Empowerment • Getting to the Emotion in the Story • Transparency

30. Supervision Structure • Ask the person being supervised to start with a question. • Acknowledge any feelings. • Validate what they are doing right. • Ask questions. • Identify theory, research, or practice wisdom that applies. • End with a statement related to the next steps. • Check - in related to what they are going to do.

31. Listening Skills Objectives Compare verbal and non-verbal communication. Define active listening. Practice active listening skills.

32. Listening is Part of the Job • As a supervisor, you’ll need to use listening skills in a variety of contexts everyday: • Gathering data to solve a problem • Listen to a subordinate’s problem • Listening to a subordinate’s perspective on an issue • Understand other points of view in order to negotiate • Most situations require listening…

33. Listening is Part of the Job • Input – Talented employees want to be heard and recognized for their contributions. • Motivation – What gets them up each morning and keeps them on the job? • Challenges – What are they struggling with? How can you help them?

34. Active Listening • Active listening allows the listener to: • Gain more information • Improve understanding • Facilitates cooperation • An active listener: • Looks and sounds interested • Understands the speaker’s point of view • Clarifies the speaker’s thoughts and feelings

35. Active Listening Behaviors • Get the story • Probe/clarify meaning • Listen for and respond to emotions • Summarize • Value silence

36. Get the Story • Encourage the speaker • Body language • Genuine interest and curiosity • Silence • Ask open-ended questions • “Tell me about the situation.” • “Can you tell me more about that?” • “What happened next?”

37. Get the Story • Draw out background/context • “When did you first become aware of this situation?” • “Have you ever dealt with anything like this before?” • Clarify and check understanding • “After the accident, you called your wife, is that right?” • “So she called you on Tuesday and you called her back Wednesday, correct?”

38. Probe/Clarify Meanings • Use questions that take the speaker’s understanding a step deeper, or bring out the meaning or significance of the situation for the speaker.

39. Examples of Probing/Clarifying Meaning • “What is your concern about that?” • “What were you thinking when that happened?” • “What do you mean by ‘disrespect’?” “What about that felt disrespectful?” • “How do you think he sees this issue?” • “Are you more upset that she didn’t call, or that she lied?”

40. Listen for (and Respond to) Emotion • Be aware of non-verbal cues • Hesitation, change in tone, body language • Name the emotion in a way that validates it • When in doubt, stay general (“upset”, “frustrated”) • Allow venting

41. Summarize • Make a “story” out of what you’ve heard • Try to capture what’s most important to the speaker • Include main facts, issues, concerns, feelings, perceptions • Check accuracy… • “You’ve said a lot, let’s see if I understand…” • “What I hear you saying is… Is that right?” • “So, you’re most concerned about X, correct?”

42. Value Silence • Don’t rush to respond. Allow time for the person talking to collect his/her thoughts if necessary. • Give time for answering questions. • Silence allows person to hear himself and formulate thoughts more clearly.

43. Developing Resilience Define resilience and identify resilience capacity. Identify the effects of worker exposure to trauma in the lives of clients. Discuss the affects of compassion fatigue and unresolved work-related grief on resilience. Develop and apply strategies that promote and enhance resilience, including self-care actions.

44. “Resilience can be defined as the capacity to rebound from adversity strengthened and more resourceful.”

45. Our Vulnerability • We absorb emotion • We can re-experience our history • Unfinished business can be tapped • Competency can be challenged • Expectations and liability are high • Vicarious traumatization

46. Professional Vulnerability Factors • Training • Supervision • Caseload size • Public Opinion • Organizational Structure and Policies • Public Opinion

47. Personal Vulnerability Factors • Past history of the worker - history of trauma and/or abuse • Worker’s coping style • Current life situation - divorce, death of a parent, birth of a child

48. Questions • How have you experienced vulnerability in this work? • How did you know that you were vulnerable? • What did you experience?

49. Vicarious Traumatization Defined Enduring psychological consequences for helpers who are exposed to the traumatic experiences of victim clients. People who work with victims may experience profound psychological effects, effects that can be painful and disruptive for the helper and may last for months … (McCann and Pearlman, 1990)

50. Vicarious Traumatization • Also called secondary trauma • Often experienced by workers who work with traumatized individuals • Overlaps with burnout - work situation that is stressful, demanding and/or unrewarding • Form of countertransference - induced by exposure • Compassion fatigue