Performance Evaluation of Super Performance Evaluation of Super ...
performance evaluation - attchub.orgattchub.org/CSF/CSTrainerGuideModule6.pdfsupervisory...
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MOduLE 6: performance evaluation
inSTruCTor’S ouTline noTeS___________________________________________________________________________
INsTRuCTIONAL METHOds
• Presentation• Casestudy• Practiceexercises• Discussion
PARTICIPANT MATERIALs
• ParticipantWorkbooks• PerformanceAssessmentRubricsfortheAddictionCounseling
Competencies(GallonandPorter,2011)• Addiction Counseling Competencies: The Knowledge, Skills and
Attitudes of Professional Practice(CSAT,2006)
TRAINING AIds
• PowerPointslides6-1through6-26oncomputerdisk• LCDprojectororoverheadprojectorandscreen• Easelpadorwhiteboard,markers,andmaskingtape
INsTRuCTIONAL REsOuRCEs
• Competencies for Substance Abuse Treatment Clinical Supervisors (CSAT,TAP21-A,2007)
• Clinical Supervision and Professional Development of the Substance Abuse Counselor(CSAT,TIP52,2009)
ROOM sET-uP
• Roundorrectangletablesforaboutsixparticipantseachtoallowfor discussion and ample space for use of participant materials and exercises
240 minutes
6-1 Module Title
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inSTruCTor’S ouTline noTeS___________________________________________________________________________
RECAP & INTROduCTION>(5minutes)
Setthecontextforthecurrentmodulebyreviewingthetopicscoveredto date: • Module1:Definition,RolesandResponsibilities• Module2:PersonalModelofSupervision• Module3:SupervisoryAlliance• Module4:ModalitiesandMethods• Module5:CounselorDevelopment
Thenintroducethemodulebyreviewingthepurposeandlearningobjectives.
PuRPOsE
reinforce performance evaluation as an essential component of clinical supervision.Reviewissuesthatpotentiallyaffectevaluationandthenpresentandpracticemethodsforassessingcounselorproficiency,providingfeedbackandstructuringsupervisoryinterviews.
LEARNING OBJECTIVEs
Participants will be able to:
1. Identifyimportanceofon-going,timely,andobjectiveperformanceevaluationtoboththesuperviseeandtheagency.
2. Listanumberofmethodsformonitoringcounselorjobperformance.3. Provideperformance-basedfeedbacktothesupervisee.4. Structuresupervisoryinterviewstobeofmostbenefittothe
superviseeandtheagency.
MOduLE 6: performance evaluation
6-2 recap
6-3LearningObjectives
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MOduLE 6: performance evaluation
inSTruCTor’S ouTline noTeS___________________________________________________________________________
ROLE OF PERFORMANCE EVALuATION>(5minutes)
Abriefpresentationofthepurposeofevaluationasanessentialsupervisoryresponsibility.Emphasizethatperformanceevaluationserves these functions:
1. Providesaprocessbywhichjobperformanceandprofessionaldevelopmentcanbeassessedwithinthecontextofasupportivealliancebetweensupervisorandsupervisee,
2. Linkscounselorperformancewithcriteriaandmethodsofevaluation.
3. Engagessuperviseesinaprocessofcontinuouslearninganddevelopment,and
4. Assuresstaffconformitytoagencymission,deliveryofqualityservices,andprotectionofclientsafety.
AdditionaltalkingpointsabouteachofthesethreefunctionsarepresentedintheParticipantWorkbookonpage49.
CAsE sTudY ACTIVITY>(15minutes)
Askparticipantstoreadabriefsummaryofaclinicalsituationintheworkbookonpage50.Afterreading,posethefollowingquestionsinalargegroupdiscussionformat.Notetheresponsesonaeaselpad.
Ask What are some issues of concern within the scenario?
TRAINER NOTE:Notethedifferencesinwhatparticipantsidentifyandtheassumptionsmadebasedontheminimalinformationinthecasestudy.Althoughmostparticipantswillidentifysomecommonareasofinterest;otherswillpointoutconcernsthattheywillbemorepassionateaboutcorrecting.
TRAINER NOTE:Somepossibleissuesinclude:• Doingadepressionorsuicidescreening• Needingtoestablishimmediateplansfortheinterimpriortothenext
appointment• AssuringsafetyofLauraandthechildren• Seekingimmediateconsultationwithasupervisor
6-4 role of performance evaluation
6-5 Case Study
Easelpadandmarkers
ParticipantWorkbookpp 49-50
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inSTruCTor’S ouTline noTeS___________________________________________________________________________
Ask What positive feedback could you provide the counselor?Providing
positivefeedbackencouragescounselorsandcreatesamorepositiveattitudetowardclinicalsupervision.Notehowdifficultitwouldbetoprovideaccuratefeedbackwithoutfirsthandobjectivedata.
TRAINER NOTE:Somepossiblepositivefeedback:• MeganestablishedrapportquicklywithTony• ThecounselorlistenedwellandfacilitatedTony’sdisclosureabout
hisdruguseanditsimpactonhishealth
Ask What feedback about your concerns would you give to the
counselor?
TRAINER NOTE:Feedbackcouldinclude:• Theneedtoassessforsuicidalthinking• Importanceofinquiringaboutandplanningwaystomeetclient’s
personalneedsduringthenextweek
Ask What strategy or tactic could the supervisor use to identify
alternatives for managing the situation during the interview? What could the supervisor do that might lead to an expansion of the counselor’s knowledge and skills?
TRAINER NOTE:Somepossiblestrategies:• InquireaboutMegan’sthoughtsandfeelingsduringtheinterview,• Reviewcrisismanagementprinciples,• Teachhowtoconductamentalstatusexam,and• Consultimmediatelywithasupervisor.
MOduLE 6: performance evaluation
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MOduLE 6: performance evaluation
inSTruCTor’S ouTline noTeS___________________________________________________________________________
REVIEW METHOds FOR MONITORING PERFORMANCE>(5minutes)
BrieflyreviewthedirectmethodsintroducedinModule4andsummarizedintheParticipantWorkbookonpage52.Remindthegroupabouttheseveralformsof:• Observation–Live,throughaone-waymirror,andaudioorvideo
recording• individual methods–Roleplay,interpersonalprocessrecall,
motivationalinterviewing• Groupstrategies–Caseconsultation,teamorpeerfeedback,and
skillpractice.
NOTE: 1. direct sources of information about job performance can be
supplemented with less direct client assessments and peer evaluations,whichcanbegatheredanonymously.Eachhasthepotentialtoprovideusefulinformationtothesupervisee,dependingonthequestionsasked.
2. Another way to assess performance is through the use of fidelity scaleswhichmeasureadherencetospecificevidence-basedpractices.Oftenboththeclinicianandthesupervisorcompleteafidelityassessmentandreviewtheresultstogether,workingtoassureasmuchconformanceaspossibletothepracticeinquestion.
3. Agencies may also have specific performance measures that willalsobeimportantinassessingcounselorabilitytoperformexpectedduties.Anannualperformanceevaluationiscommonamongagencies.Ifon-goingformativecounselorassessmentsarebeingperformedonaregularbasis,theinformationwillprovidethenecessarydatafortheannualsummativeperformanceevaluation.
6-6MethodsReview
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inSTruCTor’S ouTline noTeS___________________________________________________________________________
PERFORMANCE AssEssMENT REsOuRCEs>(10minutes)
TRAINER NOTE: Trainernextpresentstheideathatonceperformanceobservationshavebeencompleted,thesupervisorneedstoassessthedegreetowhichthecounselorisproficientindeliveringtheservicesandworkassignedbytheagency.Twohelpfulresourcesavailabletothesupervisorarethe: • PerformanceAssessmentRubricsintroducedinthelastmodule,and• Fidelitysurveysforspecificevidence-basedpractices.
Theconceptoffidelitymeasuresforspecificevidence-basedtreatmentprogramsmaybenew.Usingslides9and10highlightthatfidelityscalesaretypicallypublishedbytheauthorsofapracticeasawaytoassesswhetherthepracticeisbeingutilizedasintendedandresearched.Suchscalescanbelengthyandsomeagenciesmodifythemtomakethemmoreusefulinapracticesetting.Inaddition,agencieswhichhavedevelopedtheirownclinicalprocedureswillsometimesdevelopafidelitytooltoassessthedegreetowhichtheirstandardsarebeingmet.
Thefocusoffidelityassessmentcanbeononeormoreofthefollowing:
• Program:Addresseswhetherthestructure,procedures,androutinesare in place
• practitioner:Addresseswhetherpractitionerisdeliveringservicesconsistentwiththeprogram
• Client:Addresseswhetherclientisreceivingserviceswithintheframeworkofthepractice
Both the Rubrics and specific fidelity measures help the supervisor not onlyevaluatethecounselor’sworkbutalsoraiseissuestoconsiderindevelopingaperformanceimprovementplan.
MOduLE 6: performance evaluation
6-7 resources
6-8 performance indicators
6-9 performance indicators
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inSTruCTor’S ouTline noTeS___________________________________________________________________________
INTEGRATIVE ACTIVITY>(30minutes)
Ask Ask participants to reconsider the limited information in Megan’s
initial assessment of Tony we reviewed earlier in this section. Based on the information available and the assumptions participants made about the counselor’s performance, ask each person to answer the questions posed in the Participant Workbook on page 50:
1. Imaginegivingthecounselorfeedbackontheassessmentinterview.Whatissuesseemmostimportantfordiscussion?
2. UsingtheRubricsdocument,readthroughtherubricsforDimensionI,ScreeningandAssessment(pp.33-41),andDimensionII,TreatmentPlanning(pp.42-49).Identifyonetothreecompetencieswhichmightbetargetedforimprovement.Noteinyourworkbookboththenumberandtheessenceofeachcompetencyyouselect.
Afterallowingsufficienttimefordiscussion,askthesmallgroupstorecordtheiranswersoneaselpadpaperandpostthemintheroom.Whenposted,askthegroupstogetoutoftheirseatsandgotoeachposteroneatatimewhilearepresentativefromeachgrouppresentstheinformationontheirposter.Discussthevarietyofissuesaddressedbyparticipantsandthedifferentcompetenciestargetedforattentionbythesmallgroups.Notethedecisionaboutwhattakesprioritymightbemadebythesupervisorordecidedincollaborationbetweenthesupervisorandcounselor.
Inconclusion,notethatidentifyingstrengthsandneedsforimprovementcompriseonesetofskills.Deliveringconstructivefeedbackisessentialinsupervisionandisatotallydifferentskillset.Thoseskillswillbeconsiderednext.
BREAk>(10minutes)
MOduLE 6: performance evaluation
6-10IntegrativeActivity
Easelpadandmarkers
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MOduLE 6: performance evaluation
inSTruCTor’S ouTline noTeS___________________________________________________________________________
GIVING PERFORMANCE BAsEd FEEdBACk>(80minutes)
part 1:Introducetheideathatfeedbackonjobperformanceisanessentialpartoftheevaluationprocess.ReviewthebasicconceptsandthedefinitionoffeedbackincludedintheParticipantWorkbookonpage54.ThenpresentanddemonstratethebasicstepsintheORALmodelbygivingapositivefeedbackmessagetoaco-traineror,withpermission,toatrainee.Itisimportantforthetrainertobeskillfulinusingthismodel.Youshouldpracticegivingclearandconcisefeedbackmessagespriortoteachinganddemonstratingthismaterial.(10minutes)
Hereisasampledemonstratingtheimportanceandvalueofbrevityingivingfeedback:O: You hear a colleague describe her/his workR:Iheardyoutalkaboutyourprogramandthekidsofservicesyou
provide.A: I assumed you all have really worked at putting together a great
program.L: I was really impressed and want to learn more about what you are
doing.
ParticipantsthenpartnerwithaneighborandeachoneusestheORALmodelingivingtheneighborfeedbackconcerninganobservedpositivebehaviorortrait.Afteroneminute,thepartnersswitchrolesandpracticeforanotherminute.
AskInlargegroup,brieflyprocesstheparticipant’sexperience.Ask,“Whatproblemsdidyouencounterinusingthemodel?”“Howsureareyouthatthepersonreceivingthefeedbackheardthemessageaccurately?”(5minutes)
6-11 performance Feedback
6-14Feedback
6-12Feedback
6-13Feedback
6-15Feedback
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MOduLE 6: performance evaluation
inSTruCTor’S ouTline noTeS___________________________________________________________________________
part 2:AskavolunteerdyadfromthepreviouspracticetodemonstratetheORALmodelinfrontofthelargegroupbyreplayingoneofthemessagestheyjustsharedwithoneanother.Thetrainermayneedtocoachtheplayersinusingthemodelcorrectly.Oncethesenderhasdeliveredthemessage,askthegroupifthereceiverhearditaccurately.Illustratethatthereceiverofamessagemayormaynotunderstand,hearaccurately,orremembertheimportantelementsofthemessage.
sAY Sincewedonotknowwhatthereceiverheardorhowthemessageisbeinginterpreted,weneedtoaddthreemorestepstothemodel.
Share the additional steps in the model as illustrated in the participant Workbook.Thenaskthesamevolunteerpairtodemonstratetheimportanceofthereceiversummarizingorparaphrasingthemessageinordertobecertainthemessagewasheardaccurately.
Addthosestepstothemodelasillustratedintheworkbookonpage55.Emphasizetheimportanceofaskingtherecipienttosummarizethefeedbacks/heheard.Supervisorlistenscarefullytoallelementsofthemessage,andonlyconfirmsaccuracywhentherecipienthassummarizedallpartsofthemessage.(10minutes)
ParticipantWorkbookpp 54-55
6-16Addingthreemoresteps
6-17TheWholeORALprocess
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inSTruCTor’S ouTline noTeS___________________________________________________________________________
part 3:Nowbreaktheparticipantsintogroupsofthree.Eachparticipantplaysoneofthefollowingthreerolestostarttheactivity:
1. Asupervisor,2. Asupervisee,and3. Anobserverwhoprovidesfeedbackontheuseoftheskills
Inthisexercisetheactivitywillberepeatedthreetimesforeachparticipanttoexperienceeachrole.
Thefirstpairineachtriadrole-playsahypotheticalinteractioninwhichthesupervisoristogiveasuperviseepositivefeedbackonaskill.
• First,thesupervisoraskspermissiontoprovidefeedback.• Then,thefeedbackisshared.Thesupervisordescribeswhatwas
seenorheard,assumptionsmadeaboutbehavior,anditsimpactonothersandclient(ifappropriate).
• Thesuperviseethensummarizesthemessageandiscorrecteduntilallimportantaspectsofthemessagearesummarizedaccurately.
• Finally,thesupervisorassuresthereisamutualunderstandingwiththesupervisee.
Theobservernotestheskillsusedandwhetherthemessagewasheardaccuratelyandmutuallyunderstood.ObserverscanusetheFeedbackObservationChecklistintheworkbookonpage56tostructuretheirobservations.
Whentheinteractionisfinished,thetriaddebriefs,withtheobserverandthesuperviseeeachsharingfeedbackwiththepersonwhoplayedthesupervisor.
Followingthedebriefing,rolesarechangedwithinthetriadandthenextsupervisor-superviseepairdoestheexercisewiththeobservernotingbehaviorsandprovidingfeedbacktothesupervisor.
Attheconclusionoftheexercisethetrainerfacilitatesabriefdiscussioninresponsetothesequestions:(15minutes)
• Whatisthevalueofthismodel?• Howimportantistheplayback?• Howmightthismodelimpacttherelationshipbetweensupervisor
andsupervisee?
MOduLE 6: performance evaluation
ParticipantWorkbookpg56
6-18 practice
6-19 Discussion
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MOduLE 6: performance evaluation
inSTruCTor’S ouTline noTeS___________________________________________________________________________
part 4:sAY Nextwearegoingtopracticegivingaconstructivemessageinasituationwherethesupervisorperceivesaneedforimprovedjobperformance.
TRAINER NOTE: Usingtheworkdoneonthecasestudythusfar,participants,intheroleofsupervisor,craftafeedbackmessagetosharewithMegan.AskthemtousethePreparingFeedbackformintheworkbookonpage57.Insharingfeedback,encourageparticipantstorefertoorusetheRubricstoidentifyanddescribethecounselor’scurrentskilllevel.
ORALmodelisonpage55oftheworkbook.Asbefore,thetrainerfirstdemonstrates.AvolunteerisselectedtoplaytheroleofMegan.Thetrainer,intheroleofsupervisor,usesthefullORALmodeltoshareafeedbackmessage.Thedemonstrationendswhenthereceiversummarizesthefeedbackaccurately.Again,itisimportantforthetrainertopreparethisdemonstrationaheadoftime,basedontheinformationinthecasestudy.(15minutes)
Afterabriefdiscussionofwhatparticipantsobservedinthedemonstration,thegroupisdividedintodyads,withnewpartners.Eachpersonwillhaveachancetopracticegivingaconstructive,change-orientedmessagetotheirpartnerwhowillbeintheroleofMegan,thecounselor.EncourageparticipantstousethefullORALmodel.
Astheroleplaysareoccurring,thetrainermonitorshowparticipantsaredoingusingthemodel.
after no more than 8-10 minutes(sufficientforbothmembersofthepairtopracticegivingasinglesupervisoryfeedback)pullthegroupbacktogetherforafinaldiscussionoftheORALmodelanditsvalueinsupervision.(15minutes)
BREAk>(10minutes)
ParticipantWorkbookpg57
6-20IntegrativePractice
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inSTruCTor’S ouTline noTeS___________________________________________________________________________
sTRuCTuRING suPERVIsORY INTERVIEWs>(70minutes)
Feedbackistypicallyprovidedinthecontextofasupervisoryinterviewinwhichthesupervisorandsuperviseecollaborateanddetermineacourseofaction,ifoneneedstobetaken.Trainernotesthatsuchinterviewscanbestructuredtoassuremaximumusefulness.
PresentamodeldefiningthepurposeandstructureofthesupervisoryinterviewasnotedintheParticipantWorkbookonpage58.Discussthefourstepsoftheinterviewstructure,includingthepurposeandmethodssupervisorscanuse.(10minutes)
Next,thetrainerdemonstratesa5-10 minutesupervisoryinterviewfollowingthestructurejustpresented.(Note:Thiscouldberecordedbeforethetrainingtakesplace.)Avolunteershouldberecruitedtoplaytheroleofthecounselor,eitheraco-traineroraparticipant.Priortotheroleplaycometoagreementontheperformanceissuesandexamplesofthecounselor’sabilitiesanddeficiencies.
DuringthedemonstrationparticipantsmakenotesontheSupervisoryInterviewObservationssheetintheworkbookonpage59.Participantsthenanalyzeandcritiquethedemonstrationbypointingouthowtheinstructorfollowedthesuggestedstructure.Usethefollowingquestionstoguidethediscussion:
Ask1. What was the impact of using the structure?2. How did the supervisee respond to feedback?3. Was an adequate understanding achieved?4. What helped bring it about?5. What happened when the issue of improved performance was
raised?
(10minutes)
MOduLE 6: performance evaluation
ParticipantWorkbookpp 58-59
6-21SupervisorInterview
6-23 Discussion
6-22SupervisorInterview
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MOduLE 6: performance evaluation
inSTruCTor’S ouTline noTeS___________________________________________________________________________
Invitethegrouptopracticeusingthesupervisoryinterviewstructure.Startbygivingparticipantstimetodecideonaperformanceissueandtonoteonthepreparationsheetonpage60intheworkbookoneortwoexamplestociteinprovidingfeedbackduringtheinterview.
AskNext,askparticipantstodivideintopairs.Theywilleachconductasupervisoryinterviewwiththeother.Allow5-10 minutes for the first persontopractice,anduptofiveminutestohavepartnerofferanddiscussfeedback.Thenrepeatthepracticewiththeparticipantsswitchingroles.(30minutes)
Inlargegroup,processthisexercise.Helptheparticipantspickthemodelapart.Discusswhatwentwellandidentifyanydifficultiesencountered.QuestionsappearingintheParticipantWorkbookonpage61includethefollowing.Thetrainermightwanttofollow-upwithanyofthese,dependingontheavailabletime:(10minutes)
1. Howdidthesupervisordofollowingthestructure?2. Whatwastheimpactoftheagendasettingportionoftheinterview?3. Whatwastheimpactofprovidingbehavioralfeedback?4. WhatarethestrengthsandweaknessesoftheORALmodel?5. Whatwastheimpactofverifyingthatthecounselorunderstoodthe
feedbackasintended?6. Howdifficultwasittoachieveanunderstandingbetweenthe
supervisorandcounselor?7. Ifthesupervisorgotdiverted,whathappened?8. Whathappenedwhenyouraisedtheissueofimproving
performance?
ParticipantWorkbookpp 60-61
6-24PreparingtoConductanInterview
6-25 practice
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inSTruCTor’S ouTline noTeS___________________________________________________________________________
MOduLE CLOsuRE
Endthismodulewithabriefsummaryoftheessentialsofperformanceevaluation:
1. Monitoringandassessingjobperformance2. Providingperformance-basedfeedback3. Assuringthatfeedbackisunderstoodanddiscussed4. Usinganinterviewstructurewhichhelpslessenanxietyandassures
thegoalsoftheinterviewaremet
MOduLE 6: performance evaluation
6-26 performance evaluation
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