1 Welcome to Supervising for Excellence!. 2 Part One Course Objectives Perform a supervisor self assessment. Identify the challenges related to transitioning.

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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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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.

Part One Course Objectives

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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: – 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

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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

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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

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Top Ten Reasons New Supervisors Fail6. 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

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Working with OthersReview 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.

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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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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.

Re-Thinking Supervision Objectives

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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

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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?

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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

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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

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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– 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

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Active Listening Behaviors

Get the story Probe/clarify

meaning Listen for and

respond to emotions Summarize Value silence

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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?”

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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?”

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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?”

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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

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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?”

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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 emotionWe can re-experience our historyUnfinished business can be tappedCompetency can be challengedExpectations and liability are highVicarious traumatization

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Professional Vulnerability Factors

TrainingSupervisionCaseload sizePublic OpinionOrganizational

Structure and Policies

Public Opinion

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Personal Vulnerability Factors

Past history of the worker - history of trauma and/or abuse

Worker’s coping styleCurrent life situation -

divorce, death of a parent, birth of a child

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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

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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

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Overexposure - Taps

Sadness

Grief

History

Anxiety

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Sadness, Grief and Anxiety

Sadness - an invitation to empathy and self knowledge

Grieving - a pathway to connection and healing

Anxiety - a window to self

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Common Signs of Overexposure

Irritability Fear Loss of confidence Difficulty holding empathy Feeling powerless Reactive Difficult to hold joy

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Overexposure

Disruption in intimacy and sexual relationships

Increase drug and/or alcohol use

Use of labels when describing clients

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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

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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

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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

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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

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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 StrategiesEncourage 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?

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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 State child welfare agencies 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

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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

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CFSR–Emphasis on Accountability

–Focus on Improving Systems

–Enhancement of State Capacity to Become Self-Evaluating

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Safety 2 Perm 1 Perm 2 WellBeing 2

WellBeing 3

Relationship of Caseworker Visits with Children and Other Outcomes in 2002 Cases

A “Strength” rating for Item 19 (Caseworker Visits with Child) was significantly associated with “Substantially Achieved” ratings for 5 of 7 outcomes.

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Relationship Between Caseworker Visits with Children and Other Indicator Ratings in

2002 Cases

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.

Significant relationships were also found between caseworker visits with children and …

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Relationship Between Caseworker Visits with Children and Other Indicator Ratings in

2002 Cases (2)

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.

Significant relationships were also found between caseworker visits with children and …

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Relationship Between Caseworker Visits with Children and Other Indicator Ratings in

2002 Cases (3)

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.

Finally, Significant relationships were also found between caseworker visits with children and …

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Time ManagementDiscuss 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

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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:– Specific– Measurable– Attainable– Relevant– 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:– Do it (if it takes less

than 2 minutes)– Delegate it (if

appropriate)– 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:– Define what can be

realistically achieved– Plan to make best use of

time– Devote time to things that

MUST be done– Reserve contingency time

for “unexpected”– 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:– Electronic PDA– Paper-based organizer– Calendars– Computer software (e.g.,

Outlook or GoalPro) Key things are:

– Enter data easily– 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.