Module 1: Administrative Supervision

Supervisor as ManagerSupervisor as Manager 

Developed by Butler Institute for Families

Supervisor Core TrainingSupervisor Core Training

A Social Work Supervisor…

• “…is an agency administrative staff member to whom authority is delegated to:direct, coordinate, enhance, and evaluate the on-the-job performance of the supervisees for whose work he or she is held accountable.

• The supervisor performs administrative, educational, [clinical], and supportive functions in the context of a positive relationship.”

(Kadushin & Harkness, 2002, p. 23)

Putting the Pieces Together

MANAGER COACH CLINICIAN TEAM LEADER

Parallel Process

Transitioning from Peer to Transitioning from Peer to SupervisorSupervisor

 

CompetenciesCompetencies

• SUP101-01 Ability to navigate the transition from worker to supervisor including different expectations, responsibilities and role relationships with staff

• SUP101-02 Ability to recognize the four aspects of supervision: administrative, educational, clinical and supportive

• SUP101-04 Ability to recognize the impact of parallel process between the supervisor and caseworker on the relationship between the caseworker and the client

Strategies for Transitioning

• Acknowledge inexperience, but emphasize motivation

• Acknowledge differences from the previous supervisor, but also provide assurances

• Acknowledge changes in relationships with friends

• Encourage feedback• Embrace new relationships and friendships

• Sharing confidential info• Blaming Management• Over/Under Supervising• Failing to delegate• Over looking problems

• Network• Communication• Check in• Handle problems• Clear expectations• Avoid getting caught up

Supervisor as Self-AwareSupervisor as Self-Aware

 

Supervisor as LeaderSupervisor as Leader

 

CompetenciesCompetencies

• SUP101-03 Ability to understand differences between leadership and management

• SUP101-06Ability to understand the role of the supervisor as

an intermediary between front-line staff and administration

• SUP101-07 Ability to understand the role of the supervisor as an advocate for and intermediary between front line staff and administration.

Management versus Leadership

• Management is about head-work• Leadership is heart-work• The manager asks how and when -

the leader asks what and why• The manager accepts the status quo - the

leader challenges it

Leadership Tasks

• Do the right things

• Do things right

• Do the right things right

Leadership and Management

Leadership Management

A Leader…

• Creates a Vision

• Communicates that Vision

• Commitment

Manager

• Vision a reality…………– implemented efficiently and successfully.

Supervising from the Middle

• Leaders of subordinates, but subordinates to administrators

• The highest level employee and the lowest level manager

• A sub-administrator and a supra-practitioner• The bridge between management and the

work group

Middle Manager Questions

• What does it mean to lead as a supervisor from the middle at a child welfare agency?

• What decisions can you make and what needs to be kicked up to the next level?

• What are the opportunities?• What are the challenges?• What strategies can you employ to overcome

challenges?

Supervisor as Change AgentSupervisor as Change Agent

 

Process of Change

• Identification of change-denial of the problem. – Strategies: Encourage to rethink. What’s not

right?

• Present change-Ambivalence/conflicted– Strategies: Weigh Pros and cons, Confirm

readiness for change and confidence in their abilities

• Identify Barriers

Process of Change continued

• Preparation– Strategies: experimenting and collecting

information– Setting goals, Plan of action and listing

motivational factors

• Action- taking action toward goal– Strategies: Reward successes, supports, list

successes

Readiness for Change Questions1. Staff members understand

specific changes may improve outcomes for the children and families

2. Some staff members resist any type of change

3. Most staff members are willing to try new ideas

4. It is easy to change procedures to meet new conditions

1. Some staff members are too cautious or slow to make changes

2. Staff members ask questions and express concerns about changes

3. Staff members are encouraged to discuss and explore evidence-based practice techniques

4. Staff members adapt quickly when they have to shift focus to accommodate program changes

Silent Activity re: ChangeSilent Activity re: Change

1. Write or Draw your attitude towards change.

2. Walk around and make comments on others’

flip chart paper

Keys to Successful Change

• Use strengths-based perspective• Empower team members• Create momentum through small changes

“It is not the strongest of the species that survives, nor the most intelligent that survives. It is the one that is the most adaptable to change.”

- Charles Darwin

Portrait of Charles Robert Darwin (1809-1882), BiologistPhotographer: Ernest Edwards, London. (Photographic company)

http://www.sil.si.edu/digitalcollections/hst/scientific-identity/intro.htm

Transfer Time Learning CirclesTransfer Time Learning Circles

Reflections

Module 1 – Day 2Module 1 – Day 2

Welcome Back

HAVES andHAVES andHAVE NOT’SHAVE NOT’S

Power is the ability to influence behavior or implement action

Power Types

Position Power Personal Power

Personal and Position

• Within you• Respect• Satisfaction• Follow you

• Assumed• Vision, Mission

and Direction• Clear Vision• Sanction and

Rewards

Social Motives

• Achievement: This person places great importance on achieving, on doing things well, and on making wise use of time and resources to achieve more

• Affiliation: This person places great emphasis on avoiding conflict and having good relationships

• Power: This person prefers positions of prestige and influence so that he or she can have an impact on events

Conflict ManagementConflict Management

CompetenciesCompetencies• SUP114-01 Ability to know the typical stages in the development and

evolution of conflict, and at which stages intervention is most likely to successfully resolve the conflict

• SUP114-02 Ability to know how to encourage and support staff to acknowledge and constructively address unresolved conflicts

• SUP114-03 Ability to identify and assess the origins and dynamics of conflict among agency departments, staff members, clients and service providers

• SUP114-04 Ability to identify the stages of escalation and conflict and the methods to intervene to prevent or reduce escalation at each stage

• Compromise• Avoid it• Talk it out• Negotiate• Chance• Ignore

• Take turns• Apologize• Share• Postpone• Humor

Conflict Styles

• ACCOMMODATING: collaboration and cooperation to arrive at a mutually satisfying resolution

• AVOIDING: postponing an issue until a better time, or withdrawing from the situation

• COMPETING: Pursue own interests… competition

• COMPROMISING: Mutually acceptable solutions that partially satisfy the parties involved

• COLLABORATION

Accommodating

“ I give in”

“I don’t care that much, have it your way”

Positives:•Cares more about the other person than the issue

Negatives:•If used too often, you may resent not being able to give your opinion

Avoiding

I check out/leave

“ I’d rather not deal with it now”

Positives:•Gets you away from dangerous situations•Allows you to cool down if emotions are too high

Negatives:•Don’t give your opinion when it is something that matters to you•Not a good way to handle work or life

Competing

“I take charge”

“Might makes right”

Positives:•When something needs to be decided quickly (emergency)

Negatives:•Being a shark too often will disrupt relationships, leaving you alone

Compromising

“We both win”

“2 heads are better than one”

Positives:•Want something that satisfies both sides•Get feelings and thoughts out and deal with them so they don’t cause problems later

Negatives:•Time consuming•Not worth it if it is not a big issue for you

• http://www.meettheboss.tv/video/meet-ninja-managing-conflict

Conflict Resolution at Work for “Dummies” (made simple)

• What would you like to see happen? What does that look like for you?

• Can you tell me about that? • What about this situation is most troubling to you? What’s

most important to you? • Are you willing to share the impact this has had on you? Are

you willing to hear my perspective?• What would it take for us to be able to move forward? How

do we get there? • What ideas do you have to meet both of our needs?

HiringHiring

Qualities

• You can teach the work, but you can’t change personalities, capacities, or core abilities.

• Your hiring should, therefore, be about those qualities that you can work with and that are important for the job.

• What are some of those qualities?

Hiring Panels• Ask questions that get to the qualities you want• Ask about specific experiences• Ask about situations• Don’t ask about personal issues (i.e., marriage,

children)• Don’t significantly change your questions, if at all,

between candidates• Keep hiring notes

• Before hiring, be clear as to salary and start date

Analyzing Performance Analyzing Performance ProblemsProblems

CompetenciesCompetencies• SUP114-01 Ability to use legal guidelines, agency protocols, and practice

standards to manage personnel activities at unit level • SUP114-02 Ability to identify basic provisions of the agency’s union

contracts and the benefits and challenges of working with unions and bargaining units representing agency staff

• SUP114-03 Ability to understand the supervisor’s responsibilities to maintain personnel files for all staff and what information must be documented

• SUP114-07 Ability to develop and communicate clear, measurable, mission-critical performance expectations for unit staff

• SUP114-09 Ability to fairly and accurately assess staff performance, provide constructive feedback to staff about their performance, and use evaluation data to help staff improve performance

• Focused on the symptoms

• Didn’t thoroughly assess

• Wrong Conclusion

What is the issue?

Analyzing Performance Problems

Is it worth your time?

Analyzing Performance Problems

Do employees know their performance is not what it should be?

Analyzing Performance Problems

Do employees know what is supposed to be done?

Analyzing Performance Problems

Do employees know how to do it?

Analyzing Performance Problems

Could the employees do it if they wanted to?

Analyzing Performance Problems

Analyzing Performance Problems: Summary

• What is the issue? • Is it worth your time?• Do employees know their performance is not

what it should be?• Do employees know what is supposed to be

done?• Do employees know how to do it? • Could the employees do it if they wanted to?

Progressive Corrective Action

• Counseling• Verbal reprimand • Written reprimand • Suspension• Cut in pay• Demotion• Termination

Counseling EmployeesCounseling Employees

Parallel Process

1. Build a consensus as to the issues2. Set objectives and actions steps as to how to

reach the objectives3. Be specific as to the plan, including how

progress will be measured.4. Document and celebrate success – or take

next steps in progressive discipline.

Personnel ManagementPersonnel Management

Transfer Time Learning CirclesTransfer Time Learning Circles

Reflections