Transcript The Mindful Supervisor: Cognitive Principles in Staff Supervision

The Mindful Supervisor:
Cognitive Principles in
Staff Supervision
A Production of the Great Western Regional Field
Coordinators – 2005-2007
Dr. John Eggers – Correctional Program Specialist, NIC
The Mindful Supervisor:
Cognitive Principles in Staff Supervision
Great Western Regional Field Coordinators:
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Dave Dusschee – Oregon
Tim Foss – Washington
Carrie Hodap – Arizona
Karen Holland – Wyoming
Steven King – Utah
Amy Le – California
Gregory Morton – Oregon
Aaron Shepard – Idaho
Toni Spencer – California
Wayne Ternes – Montana
The Mindful Supervisor:
Cognitive Principles in Staff Supervision
With course design assistance provided
by:
• Gary Lasater, Oregon Youth Authority
• Patrick Samples, Oregon Department of
Corrections
• John Tyler, Oregon Department of
Corrections
MINDFULNESS –
A technique in which a person
becomes purposefully aware of
his/her thoughts, feelings and
decisions in the present moment,
non-judgmentally.
It serves as a pre-requisite to
developing insight and wisdom.
MINDFULNESS –
• Overlapping concepts:
– Emotional Intelligence
– Self Awareness
– Authentic Leadership
– Metacognition
LEADERSHIP AND
SELF AWARENESS
• “21st century leadership calls
for a new type of leader who
understands him/herself well
and can call others into a
higher state of being, rather
than the old style leader who
simply knows how to manage
[business] processes.”
– Connelly and Diaz; Executive
Awareness, 2007
LEADERSHIP AND
SELF AWARENESS
• “A fundamental starting point
for leadership development is
self awareness . . . Selfknowledge continues to serve
our growth and development
throughout life . . . who you
are and what you believe is
possible.”
– Avolio and Luthans; The High Impact
Leader, 2006
“Releasing ourselves from the need to keep
half of ourselves hidden…, to entertain
the possibility that there is an integral
wholeness to all the seemingly
antagonistic and opposing sides of
ourselves, a possibility that we may not
have to be ‘fixed’ or amended before we
can serve ourselves or the company.”
– David Whyte; The Heart Aroused, 1996
“The unexamined life
is not worth living.”
Socrates, 399 BC
“The unexamined life
is not worth living.”
Socrates, 399 BC
Course Outline:
1.
Qualities and Skill Building for Supervisors
Personal Position Statement; Cognitive/Behavioral Model
2. Values Dissonance: Personal Vision & Organizational
Context
3. Effective Communication
4. Making Decisions and Creating Solutions
5. Valuing Differences
6. Encouraging Performance
7. Team Building
8. Supervisory Development Plan
The Mindful Supervisor:
Cognitive Principles in Staff Supervision
Qualities and Skill Building
for
Supervisors
Performance Objectives:
• Discuss at least one professional mentor
and model in your life.
• Explain the concept of automatic thoughts
and feelings.
• Examine the three internal dimensions of
the Cognitive/Behavioral model.
• Review the two external dimensions of the
Cognitive/Behavioral model.
• Utilize the Supervisory Self-Awareness
(SSA) Model
Questions
• What is an effective supervisor?
• What does being a supervisor mean to
you?
• What are the skill sets needed by a
supervisor?
• What emotions contribute to
effectiveness?
Mentors and Models
• Individually write the names of
several people who you have learned
from.
• List the memorable and effective
characteristics and attributes that you
adapted from each one.
Mentors and Models
Now list the negative attributes and
characteristics that each had.
• Which would you keep?
• Which would you drop?
• Which would you add?
1. QUALITIES AND SKILL
BUILDING FOR SUPERVISORS
• What’s
missing in
the picture
of this tree?
1. QUALITIES AND SKILL
BUILDING FOR SUPERVISORS
• The roots!!!
1. QUALITIES AND SKILL
BUILDING FOR SUPERVISORS
• What are our
roots like?
BEHAVIOR
* Skill
* Stated Knowledge
THOUGHTS
* More likely aware
FEELINGS
COGNITIVE STRUCTURE
(thinking patterns)
BELIEFS AND ATTITUDES
Source: Mark Carey, The Carey Group
* Under the surface
Personal Position Statement
•“What’s your frequency?”
QUALITIES AND SKILL BUILDING
FOR SUPERVISORS
• Cognitive/Behavioral Model
Cognitive/Behavioral Model
Consequences
Situation
Behavior
Thoughts
Feelings
Cognitive/Behavioral Model
Two External Dimensions
• Situations, Consequences
Three Internal Dimensions
• Thoughts, Feelings, Behavior
Risky thoughts and feelings contribute
to either ineffective relationship or
productivity outcomes.
Pro-social thoughts and feelings
contribute to effective relationship or
productivity outcomes.
Cognitive/Behavioral Model
Consequences
Situation
Behavior
Thoughts
Feelings
Cognitive/Behavioral Model
Consequences
Situation
Behavior
Thoughts
Feelings
SUPERVISORY SELF AWARENESS NOTES
SITUATION
AUTOMATIC
THOUGHTS
AND FEELINGS
(Real)
PREFERRED
OUTCOME
MINDFUL
THOUGHTS
AND FEELINGS
(Desired)
ACTION
Identify several situations
• List your real, automatic thoughts,
feelings and actions
• Stop there
Qualities and Skill Building
for Supervisors
Review:
• Mentors and Roots
• Personal Position Statement
• Cognitive Behavioral Model
• Supervisory Self Awareness Notes
Values Dissonance:
Personal Vision and
Organizational
Context
Performance Objectives:
•Utilize the Supervisory SelfAwareness (SSA) Model to analyze
congruence between your Personal
Position Statement and your agency
Mission
•Utilize the SSA Model to analyze
discrepancies between your
Personal Position Statement and an
agency policy or practice
Where there is no vision, the
people perish.
Individual Activity - Mission
Statement
• Identify your agency’s mission
statement. Don’t interpret it according to
your own preferences.
• Retrieve your personal position
statement.
• Using an SSA worksheet, compare the
two.
• Is there any dissonance ?
Individual Activity - Personal Values
vs. Agency Values Conflict
• Choose a situation where you are in
conflict with the expectations of your
agency
• Fill out Automatic Thoughts and
Feelings, Preferred Outcomes and
Mindful Thoughts and Feelings
• Don’t fill out the Action section
Personal Values vs. Agency
Values Conflict
• Did you have automatic thoughts or
feelings? Were they risky?
• How did you express those automatic
thoughts or feelings?
• What were your behaviors?
• What were the positive and negative
consequences of those behaviors?
Personal Vision and Organizational
Context
• Do your personal beliefs impact your
organizational expectations?
• Do your personal beliefs impact your
expectations as a supervisor?
The Mindful Supervisor
360˚ Supervisor Skills
Assessment Instrument
360 DEGREE FEEDBACK,
aka Using Your Mirrors
“There is a way to do it better . . .
find it.”
• Thomas A. Edison, describing his research
strategy
360 DEGREE FEEDBACK
Three Reasons We Reject
Feedback Given By Others
• Unwillingness to Challenge Selfperceptions
• Fear of Exposing Weaknesses
• Fear of Unbalanced Feedback
• Lepsinger, Lucia; The Art and
Science of 360 Feedback
360 DEGREE FEEDBACK
• Unwillingness to Challenge
Self-perceptions
• Comfort zones are comfortable
• Why mess with a good thing?
• A strong belief in oneself and
one’s ability are important
factors in management
confidence
360 DEGREE FEEDBACK
• Fear of Exposing Weaknesses
• And a voluntary 360 is like
asking for our weaknesses to be
exposed – publicly
• Can set up defensiveness and
denial
• Are you calling me fat?
360 DEGREE FEEDBACK
• Fear of Unbalanced Feedback
• People will only see the
negatives
• The good things I do will be
overlooked and ignored
• Nobody’s perfect, but I’m not a
total idiot
MINDFULNESS –
A technique in which a person
becomes purposefully aware of
his/her thoughts, feelings and
decisions in the present moment,
non-judgmentally.
It serves as a pre-requisite to
developing insight and wisdom.
Supervisory Self Awareness Notes
SITUATION
AUTOMATIC
THOUGHTS
AND FEELINGS
(Real)
PREFERRED
OUTCOME
MINDFUL
THOUGHTS
AND FEELINGS
(Desired)
ACTION
EFFECTIVE
COMMUNICATION
Change your
thinking and you
change your world.
Performance Objectives:
•Discuss the value of Stephen Covey’s
Habit #5.
•Identify the three components of
verbal communication and the
percentage of information found in
each.
•Explain the relationship of Self Talk
to the Communications model and to
the Cognitive/Behavioral Model.
Performance Objectives:
• Describe the Arc of Distortion.
• Utilize the Left-Hand Column
Model to analyze thoughts and
feelings.
Habit #5
“Seek first to understand and
then to be understood.”
Stephen R. Covey,
The 7 Habits of Highly Effective People, 1990.
Communication Assessment
Courageous Communication. Win-win;
we constantly learn from and grow
with each other.
Problems occur; we work to fix them.
Repeat as necessary. Pretty much on
the same page.
Agree to Disagree, then step away. I’d do
more if you would.
Adversarial; I win, you lose. It’s mostly
your fault. Contentious.
Sabotage Communication. Enemies,
enemies; everywhere you look.
Communication Assessment
Courageous Communication. Win-win;
we constantly learn from and grow
with each other.
Problems occur; we work to fix them.
Repeat as necessary. Pretty much on
the same page.
Agree to Disagree, then step away. I’d do
more if you would.
Adversarial; I win, you lose. It’s mostly
your fault. Contentious.
Sabotage Communication. Enemies,
enemies; everywhere you look.
Communication and Trust
Empathy/Caring
Competence/
Expertise
Commitment/
Dedication
Honesty/Openness
3 Components of Communication
Language 7%
Body Language
55%
Paralanguage
38%
The Communication Iceberg
10%
Communication
skill level
90%
Attitude, motivational
level
“Seek first to
understand
Behaviors
of
and then
Courageous
to be
Communication
understood.”
in Supervision
Stephen R. Covey
The Communication Model
Feedback
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The
Sender
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The
Message
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FILTERS
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FILTERS
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The
Receiver
The Responsibilities of the Receiver
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The
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The
Messag
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FILTERS
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FILTERS
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The
Receiver
How do you know someone is
NOT listening?
Receiver Filters
What we are thinking and feeling,
while the other person is speaking.
Our Self Talk
Receiver Filters
Self Talk
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Sender
FILTERS
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The
Messag
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FILTERS
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The
Receiver
Arc of Distortion
YES
What you
actually heard
Arc of “Distortion
MAYBE
I know you believe you understand what you
think I said, but I am not sure you realize that
what you heard is not what I meant.
Unknown
“Focus on the
Situation, Issue or
Behavior and Not
on the Person.”
Achieve Global
Advocacy and Inquiry
Advocacy: n. an advocating: a speaking
or writing in support (of something)
Inquiry n. 1. The act of inquiring. 2. An
investigation or examination. 3. A
question; query.
1.
Temporarily suspend your
internal filters
2.
Listen
3.
Ask questions about what
you hear
4.
Ask more questions about
the answers you receive
Mindfulness in communication
•P
Cognitive Behavior
Behavioral
• Observe and describe the behavior
• Communicate appropriate approval or disapproval
• Require appropriate response and commitment to change
• Support and follow up
Cognitive
• Pay attention to thoughts and feelings
• Notice & appreciate risk in thinking
• Use new thinking to reduce risk
• Practice until good
• Support & follow up
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Fight or Flight?
Fight
• Expression of anger
• Subtle sarcasm
• Sharp answers
• Clever comebacks
• Belittling humor
• Judgments
Flight
• Withdrawal
• Feeling sorry for
oneself
• Sulking
• Growing cold
• Being indifferent
• Escaping
involvement
• Escaping
responsibilities
Cognitive/Behavioral Model
Consequences
Situation
Behavior
Thoughts
Feelings
Change your
thinking and you
change your world.
Receiver Skill Sets

Check your filters
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Check your Self Talk
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Work on reducing your Arc of
Distortion

Practice the 4 Steps of Inquiry
Responsibility of the Sender
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The
Sender
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The
Message
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FILTERS
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FILTERS
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The
Receiver
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Sender
Filters
• Left-hand Column
What I’m
thinking
• Right-hand Column
What is
said
Left-hand Column
Exercise
Left-hand Column
Right-hand Column
• Jon: I heard you bought
a new car.
• You: Yes, I got a new red
sports car.
• Jon: Really, what kind?
• You: A Jaguar.
• Jon: A brand new one
• You: You betcha.
Left-hand Column
Exercise
Left-hand Column
Right-hand Column
• Jon: How can you afford
a new car?
• Jon: I heard you bought
a new car.
• You: Woo hoo! Look at
me now
• You: Yes, I got a new red
sports car.
• Jon: Probably a Ford
• Jon: Really, what kind?
• You: A Convertible
• You: A Jaguar.
• Jon: It’s probably a 1970.
• Jon: A brand new one
• You: Eat your heart out
• You: You betcha.
Left-hand Column
Exercise
Left-hand Column
Right-hand Column
• Q: How long have you
been working as a
supervisor?
• A: About a year.
• Q: Have you had any major
concerns with staff?
• A: Yea, a couple of times.
• Q: So did you talk to
anyone about your
concerns?
• A: No, I didn’t want my
peers to think I was
weak.
Sender Filters
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• Left-hand Column
What I’m
thinking
• Right-hand Column
What is
said
Reflection: Using Your Left-hand
Column as a Resource
•
What was I trying to accomplish?
•
Did I achieve the results I wanted?
•
How might have my comments contributed
to the difficulties?
•
Why didn’t I say what was in my left hand
column?
•
What assumptions did I make about the
other person or people?
•
How can I use my left-hand column as a
resource to improve communications?
The Message
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Sender
FILTERS
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Message
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FILTERS
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Receiver
Communication Stoppers
• “This is the way it is…”
• “You’re wrong…”
• “What’s your proof…”
• “Whatever”
• “You…”
• We vs. They or Us vs. Them
• GOSSIP
To look outward is
to blame;
to look inward is to
own.
“When the relationship is not well
established, a chapter of words won’t
be sufficient to communicate
meaning because meanings are not
found in words – they are found in
people.”
Covey, Stephen R., The 7 Habits of Highly Effective
People, Simon & Schuster, New York, NY, 1990.
How to get your point across
• State your main point immediately
• Use language easily understood
• Write to the needs of the listener
• Spell correctly
• Have a friend or co-worker review it
• Don’t assume with e-mail
The Filters
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The
Sender
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The
Message
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FILTERS
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FILTERS
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The
Receiver
Story of the Pioneer
During the days of wagon trains moving west, a rest station formed
overnight in Northern Minnesota. Most wagon trains passed through this
station. One old gentlemen always greeted each group of pioneers. One
day, a family of pioneers asked the old man what the people were like out
west. The old man says, “What were the people like where you came
from?” The pioneer says, “Oh, they were great people. In fact, our
neighbors all got together and bought us this buckboard. We are really
going to miss them.” “Well,” says the old man, “you are in luck. That is
exactly how the people are out west were you are going.”
A month or so later, another pioneer family passed through the rest station.
They approached the old man and asked him what the people were like out
west. The old man says, “What were the people like where you came
from?” The pioneer says, “They were mean and despicable and always
trying to cheat us. That is why we left the East to go out west.” “Well,”
says the old man, “
(fill in the blank)
“
MAKING DECISIONS
AND CREATING
SOLUTIONS
Performance Objectives:
•Apply the Cognitive/Behavioral
Model to past outcomes.
•Develop an alternative list of
Thoughts and Feelings related
to a past outcome.
•Coach others in the use of the
Cognitive/Behavioral Model
related to past outcomes.
Supervisory Self Awareness
Notes
SITUATION
AUTOMATIC
THOUGHTS
AND FEELINGS
(Real)
PREFERRED
OUTCOME
MINDFUL
THOUGHTS
AND FEELINGS
(Desired)
ACTION
Supervisory Self Awareness
Notes
• State the situation objectively
• Identify your thoughts and feelings
• Identify any risky thoughts/feelings
• What behavior did you choose?
• What were the consequences?
Supervisory Self Awareness
Notes
• Brainstorm a list of new thoughts
and feelings to replace your risky
thoughts and feelings
• Decide what new thoughts and
feelings will bring you closer to the
outcome you desire
• Decide the action you will take
following those new thoughts and
feelings
VALUING
DIFFERENCES
Performance Objectives:
•Identify professional strengths in
four color types.
•Develop and present non-labeling
“Differences” presentation.
•Apply the color types to a jobspecific event.
•Relate the color types to agency
diversity practices.
True Colors
Blue
Gold
Green
Orange
3. VALUING
DIFFERENCES
• BLUE
• Sympathetic, personal
• Relationship oriented, cherish
harmony
• Process rather than content
• Can project uncertainty
• Adept at interacting with and
supporting others
• “I personally don’t care
whether it needs to be fixed or
not as long as we all agree.
3. VALUING
DIFFERENCES
• GOLD
• Prefers practical, realistic plans
• Measurable goals; rational
• Blueprint with time lines, e.g.
PERT chart
• Follow-through
• May be rigid and formulaic
• Honors traditional methods
• “If it ain’t broke, don’t fix it.”
3. VALUING
DIFFERENCES
• GREEN
• Abstract, analytical, inventive
• Create new systems and improve
designs
• My head rules my heart, logically
• Appreciate work that is mentally
stimulating
• May question authority, be
impatient with routine
• Long-range focus
• “It needs to be fixed on some level.
3. VALUING
DIFFERENCES
• ORANGE
• Experimentation, pilot projects
• Change is an on-going process
• Timing is everything
• Short-range focus
• Desire immediate results/instant
gratification
• “We haven’t changed things for a
while, so why not today?!”
True Colors Activity
• What are the strengths of your color?
• What attributes does your group possess
that each of the other groups should
possess? Explain why.
• BE PERSUASIVE AND DIRECT.
True Colors Activity
•Develop and present a brief
lesson to the large group,
dealing with “True Colors”
in a non-pejorative fashion.
Review
•What have you learned or taught
yourselves from this exercise?
Encouraging
Performance
Performance Objectives:
• Explain the concept of reinforcement as a
relative relationship
• Discuss the value of a 4:1, positive : negative
reinforcement ratio
• Describe the steps for using negative
consequences
• Examine the value of modeling in the
effective use of authority
Reinforcement
•Exists in the relationship
between things
•Incentives and rewards
should always be
individualized
Reinforcement
•Positive Reinforcement is the
introduction of something desired
to increase a behavior
• Negative Reinforcement is the
removal or reduction of something
undesirable to increase a behavior
4:1 – WATCH YOUR RATIO!
• 4 – INCENTIVES AND POSTIVE
REINFORCERS
matched with
• 1 – LIMITS AND NEGATIVE
CONSEQUENCES
ENCOURAGING
PERFORMANCE
FOR MOST PEOPLE . . .
Attention is like sunshine to us
What we give our attention to, grows
What we ignore, withers
ENCOURAGING
PERFORMANCE
We Learn By:
• What We See and Hear
(Observe)
• What We Practice (Model)
• What Is Reinforced
ENCOURAGING
PERFORMANCE
Therefore, make sure:
• Staff SEE desired behavior;
• Staff HEAR desired behavior;
• Staff PRACTICE desired
behavior; and
• Staff ARE REINFORCED
when desired behavior is
demonstrated.
ENCOURAGING
PERFORMANCE
Key Components of Positive
Reinforcement:
• Noticing
• Sincerely praise progress (any
progress)
• The more frequently and
sincerely you pay attention to
a behavior, the more it will be
repeated
Limits and
Negative Consequences
• Apply immediately to extinguish
unwanted behavior
• Follow through
• Apply at the level of the behavior
• Apply consistently
• Use a variety of negative limits and
consequences
Limits and
Negative Consequences
• Use short-sweet consequences, never
spread out or use harsh and extensive
consequences
• Apply these unemotionally or with
neutral affect
• Stop showing disapproval once the
current behavior is extinguished.
Effective Use of Authority
• Clarify expectations
• Set standards
• Provide respectful feedback
• Model desired behaviors
Avoid The Boss Traps
1. Arguing for change
2. Assuming the expert role
3. Criticizing, shaming or blaming
4. Labeling
5. Being in a hurry
6. Claiming preeminence
Not Listening: Roadblocks
(Thomas Gordon)
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
Ordering, directing, commanding
Warning, cautioning, threatening
Giving advice, providing suggestions and solutions
Persuading with logic, arguing, lecturing
Moralizing
Disagreeing, judging, criticizing, blaming
Shaming, ridiculing, labeling
Interpreting, analyzing
Reassuring, sympathizing, consoling
Questioning, probing, interrogating
Withdrawing, distracting, humoring, changing the
subject
Encouraging Performance
Instead:
• Roll with resistance. Defending breeds
defensiveness. Resistance is a signal to
respond differently.
• Avoid arguing for change. Labeling is
unnecessary.
• Use momentum to positive advantage.
• Invite new perspectives rather than
impose them.
Encouraging Performance
And:
• Recognize “Change Talk”; Support it.
• Notice it; Reflect it; Don’t ignore it.
• Ask for examples/elaboration. The
employee is the primary source for new
answers and solutions.
• Affirm change talk (reinforce,
encourage, support).
• Summarize; paraphrase.
Reminder!
People change
because
they think they
have
a problem, not
because
you think they
have
Summary
• Reinforcement can be both
positive and negative
• Incentives and rewards should
always be individualized
• Remember the 4:1 ratio
• Model desired behaviors
Team Building
Performance Objectives:
• Accomplish guided team
activities
• Utilize previous training material
during team building activities in
order to increase team
effectiveness
• Coach class members regarding
relevant skill sets demonstrated
during team building activities
Exercise Choices:
• Snow Survival
• Control Tower
• Blind Shapes
• Hollow Square
Observers
•
How was the team practicing
effective communication skills?
•
Did the team use cognitive
behavioral techniques?
•
What decision making and
creating solution skills did you
observe being used?
Habit #7: Sharpen the Saw
8. SUPERVISORY
DEVELOPMENT PLAN
8. SUPERVISORY
DEVELOPMENT PLAN
• The Supervisory Development
Plan is the bridge between this
course and your return to the
work site. It puts everything
into the context of the bigger
picture.
8. SUPERVISORY
DEVELOPMENT PLAN
To begin your Supervisory
Development Plan, use these
lists to decide which areas are
strengths and challenges for
you.
With each of these areas fill out a
Supervisory Self Awareness
Worksheet.
8. SUPERVISORY
DEVELOPMENT PLAN
In the Situation column of the
worksheet, list the situations you see
you most need improvement in.
List your thoughts and feelings, both
automatic and mindful, and then the
preferred outcomes.
What action do you plan to take to
increase your effectiveness in each
area?
8. SUPERVISORY
DEVELOPMENT PLAN
• If you have Supervisory
Self Awareness
worksheets unfinished
• Fill out the bottom half of
the “Action” part of the
form—what will your
actions be now?
Thank you all for your time,
energy, thoughts and feelings.
A Production of the Great Western
Regional Field Coordinators – 2005-2007
Dr. John Eggers – Correctional Program
Specialist, NIC