Transcript Slide 1
Welcome to Supervising for Excellence!
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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.
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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.
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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.
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Part One Course Objectives
Compare verbal and non-verbal communication.
Define active listening.
Practice active listening skills.
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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.
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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.
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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.
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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.
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Managing Caseload vs. Managing People
Managing a caseload:
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Assess and allocate resource needs of clients
– –
Coordinate client activities Implement procedures
Managing People:
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Assess and allocate resource needs of staff
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Coordinate staff activities
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Develop/implement procedures
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Management Skills
Scheduling several home visits in a week:
Time management
Identifying new ways to meet client needs:
Resource Planning/ Problem Solving
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Management Skills
Work with colleagues in other agencies:
Networking
Plan a case conference:
Organizing
Doing all this in a day!
Multi-Tasking
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Performance Expectations
Clear Concise Measurable Related to larger organizational goals 13
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?
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Top Ten Reasons New Supervisors Fail
1. Ineffective communication skills/practices 2.
Poor work relationships and interpersonal skills 3. Person job mismatch 4.
Fail to clarify direction/ performance expectations 5. Delegation and empowerment breakdowns 15
Top Ten Reasons New Supervisors Fail
6. Failing to adapt and break old habits 7.
Unable to develop teamwork/ cooperation 8. Lack of personal integrity and trust 9.
Unable to lead/motivate others 10. Poor planning practices/ reactionary behavior 16
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.
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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. 18
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.
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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.
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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 21
Types of Supervision
Task Supervision
Case Supervision
Clinical Supervision
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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? 23
Clinical Supervision
Worker Client Supervisor
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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 25
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 26
Power of Questions
Questions give us information about ourselves and how we see the world.
Questions ask people to develop their listening skills.
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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
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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
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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.
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Listening Skills Objectives
Compare verbal and non verbal communication.
Define active listening.
Practice active listening skills.
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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…
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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?
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Active Listening
Active listening allows the listener to: –
Gain more information
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Improve understanding
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Facilitates cooperation
An active listener: –
Looks and sounds interested
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Understands the speaker’s point of view
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Clarifies the speaker’s thoughts and feelings
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Active Listening Behaviors
Get the story
Probe/clarify meaning
Listen for and respond to emotions
Summarize
Value silence 35
Get the Story
Encourage the speaker –
Body language
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Genuine interest and curiosity
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Silence
Ask open-ended questions –
“Tell me about the situation.”
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“Can you tell me more about that?”
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“What happened next?”
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Get the Story
Draw out background/context –
“When did you first become aware of this situation?”
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“Have you ever dealt with anything like this before?”
Clarify and check understanding –
“After the accident, you called your wife, is that right?”
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“So she called you on Tuesday and you called her back Wednesday, correct?”
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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.
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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?” 39
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 40
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…”
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“What I hear you saying is… Is that right?”
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“So, you’re most concerned about X, correct?”
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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.
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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.
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“
Resilience can be defined as the capacity to rebound from adversity strengthened and more resourceful.”
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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 45
Professional Vulnerability Factors
Training Supervision Caseload size Public Opinion Organizational Structure and Policies Public Opinion 46
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 47
Questions
How have you experienced vulnerability in this work?
How did you know that you were vulnerable?
What did you experience?
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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)
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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 50
Common Stimuli
Witnessing the effects of violence, abuse, and or severe neglect Providing treatment to victims who suffer from post-traumatic syndromes After effects are disturbing -we see what it does Treatment process which requires engagement exposes the therapist to trauma 51
Overexposure - Taps
Sadness Grief History Anxiety 52
Sadness, Grief and Anxiety
Sadness - an invitation to empathy and self knowledge Grieving - a pathway to connection and healing Anxiety - a window to self 53
Common Signs of Overexposure
Irritability Fear Loss of confidence Difficulty holding empathy Feeling powerless Reactive Difficult to hold joy 54
Overexposure
Disruption in intimacy and sexual relationships Increase drug and/or alcohol use Use of labels when describing clients 55
Permission to Grieve
What do you think about when you hear this statement?
What do you know about your way of grieving?
How do you absorb loss?
What do you need to talk about?
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Sadness - An Invitation to Empathy and Self-knowledge
When do you feel sad about the work?
What do you tell yourself the sadness is about?
What do you do with sadness?
What do you learn about your clients, yourself when you are sad?
Who would you like to talk to when your sad?
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Anxiety - A Window to Self
What are you struggling with at this time? Is your competency in question?
What are you trying to re-think/re work?
What are you doing with your anxiety?
Is your anxiety a natural response, about a threat, taking you to loss?
How is anxiety spread or contained?
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Separation from Competency
Often related to how outcome is defined Related to expectations Is often experienced as anxiety Can be rooted in the definition of self Can be situation or client specific 59
Resiliency Philosophy
Look for meaning in ordinary things Detach yourself from expectations Do not submit passively, but surrender yourself totally to the work that needs doing Pay attention, don’t think to much and stay light on your feet Be positive and hopeful Don’t take anything personally 60
The Resilient Self- Strategies for Providers
Resist apathy - accept sadness and the necessity to grieve Stand-up to self doubt/honor wisdom Decline invitations to self criticism/accept invitations for positive acknowledgement Reduce isolation/Stay in connection with others 61
The Resilient Self-Strategies for Providers
Refuse silence/Use your voice Refuse Defeat/Embrace hope Believe in your contribution to the client’s life/Redefine success Journey home 62
Self-Care Actions
Identify support person within the workplace with whom you can make daily contact.
Cultivate a mentoring relationship.
Develop rituals to open and close your interactions with clients.
Breathe when dealing with intense encounters.
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Self-Care Actions
Write and post self-affirmations on competency, your wisdom, and your creativity.
Establish professional learning goals.
Take time to recover from loss through conversations, moments away from your desk, and reminders to reflect on self and the work.
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Self-Care Actions
Engage in normal and healthy activities outside of work.
Celebrate your life, what you have, and where you are headed.
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Supervision Strategies
Identify stressful encounters - give voice to the experience.
Assess reactive statements and positions, ask questions about these statements and emotional responses.
Use group supervision to reduce isolation.
De-brief encounters that generate anxiety.
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Supervision Strategies
Encourage people to take their vacations, lunch, and to take time off when they have put in long days.
Identify the parallel process.
Talk theoretically about counter transference responses - what to learn from them about ourselves and our clients.
Utilize case staffings to teach about the work and it’s effect on us.
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Supervision Strategies
Use e-mails and postings to maintain a positive attitude and comment on a job well done.
Celebrate together birthdays, anniversaries, years if service.
Other ideas? 68
Federal and State Outcome Measures
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.
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ASFA
The Adoption and Safe Families Act of 1997 (ASFA) establishes unequivocally that our national outcome goals for children in the child welfare system are safety , permanency and well being.
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Safety
S1: Children are, first and foremost, protected from abuse and neglect.
S2:Children are safely maintained in their own homes whenever possible.
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Permanency
P1: Children have permanency and stability in their living situations.
P2: The continuity of family relationships and connections are preserved for children.
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Well-Being
WB1: Families have enhanced capacity to provide for their children's needs.
WB2: Children receive appropriate services to meet their educational needs.
WB3: Children receive adequate services to meet their physical and mental health needs.
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Supervisor’s Role
Supervisors play a crucial role in ensuring that the goals of ASFA are met. By using a results oriented approach, managers and supervisors can determine and communicate to staff how well the organization is performing in each specific outcome area (safety, permanency and well-being).
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CFSR
The child and family services reviews (CFSR) provide a unique opportunity for the Federal government and welfare agencies State child to work together in assessing the State’s capacity to promote positive outcomes for children and families.
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CFSR
The CFSRs are based on a number of central principles and concepts including the following: – Partnership Between the Federal and State Governments – Use of Multiple Sources to Assess State Performance 76
CFSR
– Examination of Outcomes of Services to Children and Families and State Agency Systems that Affect those Services – Comprehensive Review of all Relevant Child Welfare Programs – Identification of State Needs and Strengths – Promotion of Practice Principles 77
CFSR
– Emphasis on Accountability – Focus on Improving Systems – Enhancement of State Capacity to Become Self Evaluating 78
Relationship of Caseworker Visits with Children and Other Outcomes in 2002 Cases A “Strength” rating for Item 90 80 19 (Caseworker 70 Visits with 60 Child) was significantly 50 associated with “Substantially Achieved” 40 30 20 ratings for 5 of 7 outcomes.
10 0 Safety 2 Perm 1 Perm 2 Well Being 2 Well Being 3
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Relationship Between Caseworker Visits with Children and Other Indicator Ratings in 2002 Cases Significant relationships were also found between caseworker visits with children and …
Providing services to protect children in the home and prevent removal.
Managing the risk of harm to children.
Establishing permanency goals.
Achieving reunification, guardianship and permanent placement with relatives.
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Relationship Between Caseworker Visits with Children and Other Indicator Ratings in 2002 Cases (2) Significant relationships were also found between caseworker visits with children and …
Achieving goal of other planned living arrangement.
Placement with siblings.
Preserving children’s connections while in foster care.
Maintaining the child’s relationship with parents.
Assessing needs and providing services to children and families.
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Relationship Between Caseworker Visits with Children and Other Indicator Ratings in 2002 Cases (3) Finally, Significant relationships were also found between caseworker visits with children and …
Involving children and parents in case planning.
Caseworker visits with parents.
Meeting the educational needs of children.
Meeting the physical health needs of children.
Meeting the mental health needs of children.
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Time Management
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.
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Managing Time
“Lost time is never found again.”
Benjamin Franklin 84
How many of us spend our days just plowing through everything there is “to do”, getting distracted by the other things that come up, and then end our day thinking “what did I get done?”
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Goal Setting
Goal-setting is a technique used by professional athletes and high achievers in all fields.
The process of setting daily, weekly, monthly, and even yearly goals clarifies what it is that you want to achieve, what you need to concentrate on, and what is a low level priority or even a distraction.
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Setting a sharp, clearly defined goal allows you to measure your success and rid yourself of the ambiguity of not knowing what you got done or how much is left to do.
The process of setting goals and achieving them gives you confidence that you’ll be able to achieve higher and more difficult goals.
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Goal statements should be SMART:
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Specific
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Measurable
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Attainable
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Relevant
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Time-limited
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Planning and Scheduling
How many of you have heard of the 80/20 rule?
It means 80% of our effort generates as little as 20% of our results.
This rule does not have to apply!
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“
Being busy does not always mean real work. The object of all work is production or accomplishment and to either of these ends there must be forethought, planning, intelligence and honest purpose, as well as perspiration. Seeming to do is doing nothing.” -Thomas Edison
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“To-do” Lists Vs. Action Lists
“To-Do” lists are great organizational tools. They free our minds from having to remember everything it is we have to do.
However, if the to-do list hasn’t been concretized into actual action steps, the to-do list may still feel overwhelming.
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For example: “Get ready for conference presentation” – too vague and unmanageable.
Really think about what needs to be done and what your next action step is toward that task.
Maybe all that needs to be done immediately is “decide on topic, research articles”.
Once those tasks are done you can move on to defining the next step - “read articles, write outline for presentation”.
This breaks down a big, ambiguous task into manageable action steps. Knowing in specific terms what needs to be done allows you to feel more in control of your life.
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Action List
A good action list states the next small action or behavior that needs to be done in order to move toward the goal of completing the task.
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What to do with Action List?
Once your action list is complete you have three options:
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Do it (if it takes less than 2 minutes)
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Delegate it (if appropriate)
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Plan it in your schedule
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Scheduling
Scheduling is where the aspirations of your goals and tasks on your action list meet the hard reality of the time you have available.
Schedule everything you can!
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Scheduling is the process of looking at time available and planning how to use it to achieve the goals and tasks you have identified.
Scheduling properly can help you:
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Define what can be realistically achieved Plan to make best use of time
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Devote time to things that MUST be done Reserve contingency time for “unexpected”
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Minimize stress by helping you avoid over-commitment
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Scheduling is best done on a regular basis: every day or every week Choose a format:
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Electronic PDA
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Paper-based organizer
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Calendars
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Computer software (e.g., Outlook or GoalPro) Key things are:
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Enter data easily
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Be able to view an appropriate span of time at the level of detail you need
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Go through the following steps to make your schedule: 1. Write in actions that MUST be taken first.
2. Schedule 15 minutes a day for organizing your time. 3. Review Action List and schedule as necessary.
4. Block out contingency time – interruptions can’t be scheduled, but build in the time to give yourself the flexibility to rearrange your schedule as unexpected items arise.
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Project Plans
Express a personal mission and vision 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.
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