Supervision Skills

SupervisionSupervisionPlease turn off all cell phones

Coaching Clarifying Intervention

94 Percent is coaching and clarifying!

I.I. Self-ManagementSelf-ManagementA. Administration

B. Communication

II. Individual Supervision

III. Group Supervision/ Dynamics

I. Self-ManagementA.A. AdministrationAdministration

B. Communication



Sleep for 56 hours a weekSleep for 56 hours a week

Class: 18 credit hours=72 hours of study and class

Hall Director Duties= 20 hours a week

20 hours of FREE TIME a week

I. Self-ManagementA.A. AdministrationAdministration

B. Communication



Where am I keeping these things?

Are they confidential?

How do I want the staff to see this information?

How do I want to receive this information?

I. Self-ManagementA. Administration

B.B. CommunicationCommunication



Deadlines

Expectations

Responsibilities

How to accomplish tasks

Giving feedback on job performance

When do you call your AD for emergencies?

See page 78 of The Manual

Other HDs

Your RAs

Other HDs

AD

YOU

ventingventing

Coaching, clarifying and Coaching, clarifying and informationinformation

ventingventing

The good, the bad, the ugly!The good, the bad, the ugly!

CoachingCoachingExcerpted from the Paraprofessional Healthcare Institute©

Coaching OrganizationCoaching Organization

I. Self-Management

II. Individual SupervisionA.A. CoachingCoaching

1. Creating Relationships

2. State Expectations

3. Gather Information

4. Problem Solving

5. Commitment

B. Clarifying Expectations

C. Intervention

D. Evaluation


I. Self-Management

II. Individual SupervisionA.A. Coaching Coaching

1.1. Creating Creating RelationshipsRelationships



4. Problem Solving

5. Commitment


C. Intervention

D. Evaluation


I. Self-Management



2.2. State ExpectationsState Expectations


4. Problem Solving

5. Commitment


C. Intervention

D. Evaluation


Billie Jean

I. Self-Management




3.3. Gather InformationGather Information

4. Problem Solving

5. Commitment


C. Intervention

D. Evaluation


I. Self-Management





4.4. Problem SolvingProblem Solving

5. Commitment


C. Intervention

D. Evaluation

III. Group Supervision/ Dynamics Adapted from:

http://www.nyscseapartnership.org/website/lmc_web_resources/resources/graphics/6steps.gif

I. Self-Management





4. Problem Solving

5.5. CommitmentCommitment


C. Intervention

D. Evaluation

III. Group Supervision/ Dynamics Adapted from:

http://www.nyscseapartnership.org/website/lmc_web_resources/resources/graphics/6steps.gif

I. Self-Management

II. Individual SupervisionA. Coaching

B.B. Clarifying Clarifying ExpectationsExpectations

1. Managing Responses

2. Active Listening

3. Present the Problem

4. Objective Language

5. CAP

C. Intervention

D. Evaluation


I. Self-Management

II. Individual SupervisionA. Coaching


1.1. Managing Managing ResponsesResponses

2. Active Listening



5. CAP

C. Intervention

D. Evaluation


My Liquor Cabinet

I. Self-Management


A. Coaching



2.2. Active ListeningActive Listening



5. CAP

C. Intervention

D. Evaluation


I. Self-Management


A. Coaching



2. Active Listening

3.3. Present the Present the ProblemProblem


5. CAP

C. Intervention

D. Evaluation


CLEAR and DIRECT

NO BLAME

CONFIDENCE IN RA

I. Self-Management


A. Coaching



2. Active Listening


4.4. Objective LanguageObjective Language

5. CAP

C. Intervention

D. Evaluation


I. Self-Management


A. Coaching



2. Active Listening


4.4. Objective Objective LanguageLanguage

5. CAP

C. Intervention

D. Evaluation


Practice!1.1. Leaving the office door open when on a Leaving the office door open when on a

duty tourduty tour

2.2. Not emailing PA/Faculty Friend Not emailing PA/Faculty Friend upcoming programsupcoming programs

3.3. Weekly is late (first time)Weekly is late (first time)

4.4. Bulletin board not completed on timeBulletin board not completed on time

5.5. Poor/inadequate advertising for Poor/inadequate advertising for programprogram

6.6. Failure to document loaner key Failure to document loaner key distributiondistribution

7.7. Not attending the monthly, required Not attending the monthly, required Community Council meetingCommunity Council meeting

I. Self-Management


A. Coaching



2. Active Listening



5.5. CAPCAP

C. Intervention

D. Evaluation


Without AD ConsentWithout AD Consent

I. Self-Management


A. Coaching



2. Active Listening



5. CAP

C.C. InterventionIntervention

D. Evaluation


I. Self-Management


A. Coaching



2. Active Listening



5. CAP

C. Intervention

D.D. EvaluationEvaluation


I. Self-Management


III.III. Group Supervision/ Group Supervision/ DynamicsDynamics

A.A. AdministrationAdministration1.1. Staff MeetingsStaff Meetings

2. Developmental Meetings

B. Facilitation

C. Managing Difference Differently

I. Self-Management



A.A. AdministrationAdministration1. Staff Meetings

2.2. Developmental Developmental MeetingsMeetings

B. Facilitation


I. Self-Management



A. Administration

B.B. FacilitationFacilitation


Group Supervision

YellowYellow GreenGreen

BlueBlue RedRed

Group Dynamics and True Colors

I. Self-Management



A. Administration

B. Facilitation

C.C. Managing Difference Managing Difference DifferentlyDifferently

1. Colors in Leadership

2. Group Color

3. Color Watching

4. Group Dynamics

5. Group Development and Color

Yellow as LeaderI. The ‘traditionalist” leader They emphasize

structure, closure, and order; and adherence to the chain of command. They have a passion for creating rituals or traditions for the group and creating identity and meaning behind the organization.

II. What does yellow look like as a leader?A. Princess Atta, A Bug’s Life

Green as LeaderI. The visionary leader. Authority-independent

with an emphasis on competence, objectivity and geared towards intellectual and independent contributions to the group. They create the blueprint or vision for a group and are quick to develop new strategies as new challenges arise.

II. What does green look like as a leader?A. Flick, A Bug’s Life; Gill, Finding Nemo

Blue as LeaderI. The “catalyst” leader. They are persuasive

and often inspirational, with behavior that emphasizes personal relationships, shared values and group harmony. They focus on individual, personal development.

II. What does blue look like as a leader?A. Woody, A Toy Story

RedI. The “troubleshooter” type of leader, they have

the highest sense of reality. They are negotiators because of this ability. They are action-oriented and adaptable, focusing on practical and hands on behavior that avoids future focus in favor or the more immediate/present problems or options.

II. What does red look like as a leader?A. Crush, Finding Nemo; Dory, Finding Nemo

Some QuestionsI. Self-Management



A. Administration

B. Facilitation

C.C. Managing Managing Difference Difference DifferentlyDifferently

1.1. Colors in Colors in LeadershipLeadership

2. Group Color

3. Color Watching

4. Group Dynamics


I. Self-Management



A. Administration

B. Facilitation



2.2. Group ColorGroup Color

3. Color Watching

4. Group Dynamics


YellowYellow GreenGreen

BlueBlue RedRed

I. Self-Management



A. Administration

B. Facilitation



2. Group Color

3.3. Color WatchingColor Watching

4. Group Dynamics


Watching for Type

• Yellows– Chain of command– Structure– Order– Decisive– Practical

• Leading Yellows– Give clear answers that

focus on clarity and order. Don’t be wishy-washy. Strive for consistency and timeliness.

• Greens– Problem first, people

second– Logic– Competency– Wordsmiths/Debaters

• Leading Greens– Give constructive

criticism, allow freedom for ideas, give harder assignments

Watching for Type

• Blues– People centered– Subjective– Relationship first, task

or problem second– Want to like/be liked

• Leading Blues– Be likeable, go out of

your way to show you like the people you are working with, actively engage as a human.

• Reds– Active (just do it)– Don’t like lengthy

explanations– Love to laugh/have fun

• Leading Reds– Don’t delay time on

task. Give the tasks and provide as much freedom as possible to get the task done. Stop explaining and start doing and have fun!

Group Development

Group Development

I. Forming

II. Norming

III. Storming

IV. Norming

V. May go back and forth through the model from here.

Forming

•What does this look like in ORL?•Lots of uncertainty as the staff comes together.

–What is it we do?

–Who are you?

–This leads to differing levels of commitment–Communication is low level (favorite movies, etc.)

–Need the HD for direction

• What do we do?• Provide direction (tell

them what to do, training)

• Expectations (help get to norming)

• Goal Setting (this leads to greater commitment by involving the staff)

• Icebreaking (move past the favorite color stage)

Forming

• YellowsYellows: “How will I be a good staff member?”

• GreensGreens: “Why are we doing this in this way?”

• BluesBlues: “Who are you? Who are you? Who am I?”

• RedsReds: “What can I do…right now?!?”

Norming

• What does this look like in ORL?

• Group gains confidence (they know what to do on duty, e.g.)

• Goals are clarified (the whys of what we do – confronting alcohol) are explained

• Interdependent relationships (cliques may form)

• Group achieves goals more effectively (they follow procedures)

• What do we do?• Explain rationales• Open discussion for how

the staff will work consistently

• Provide open times for group to share ideas

• Work towards consensus• Facilitate leadership

opportunities for group members

Norming

• YellowYellow: “Are we stable? How do I contribute? What is my duty?”

• GreensGreens: “Why is this policy enforced like this? What is the rationale? Am I sure of the leadership? Am I good at this?”

• BluesBlues: “Does everyone here understand me? Do I understand where everyone else is coming from? Are we serving who we are supposed to be serving?”

• RedsReds: “What can I do now? This is fun…except when it isn’t….”

Storming•What does this look like in ORL?•Differences over roles and goals•Inconsistency becomes an issue (Blues vs. Yellows; Reds and Greens get fed up)•Uncertain about how to deal with issues because it is more complicated than it was ( a friend is in trouble, e.g.)•Independent cliques have formed, perhaps around “party lines”•Communication issues erupt. Eruption could be an eruption of silence or mediated communication (AIM, Facebook, etc.)

•What do we do?•Confront it head on, without blame.•Team build based on the issues.•Involve group more in decisions. Storming does not equal group failure…it means it is growing.•Define and redefine expectations•Coach members through struggles with each other or you•Seek commonality and point it out.

Storming

• YellowsYellows: “Everybody needs to know their role and get this done in the predetermined, agreed-upon manner. This group is failing.”

• GreensGreens: “Everyone else is incompetent and I can’t be expected to work with these people. This group is sub-par.”

• BluesBlues: “Why can’t we get along?” or “I do everything for everyone else and this is how I am repaid! I miss the group the way it used to be.”

• RedsReds: “What are the issues right now? What’s your beef? What’s your beef? What can we do to fix this now?”

Norming


• Group gains confidence and acts appropriately

• Goals are clarified• Interdependent

relationships (cliques exist but are not polarized)

• Group achieves goals more effectively (programs are co-planned successfully, e.g.)

• What do we do?• Provide open times for

group to share ideas (they are ready to contribute from experience and intelligence)

• Work towards consensus on most issues

• Facilitate leadership opportunities for group members (find new challenges)

Norming

• YellowYellow: “Good. Now that the system is in place and everyone understands their duties, we can get our tasks accomplished. I feel like I belong here.”

• GreensGreens: “This is working for the time being and maybe this group can handle change if it comes up. This is an interesting and challenging place to work.”

• BluesBlues: “I’m glad that we had that bit of misunderstanding because our sense of who we are is stronger and now we all know how to talk to each other. I like these people, I feel like I belong”

• RedsReds: “Well, that’s done. What’s next?

Performing


• Group takes responsibility for self and tasks (accountability)

• Effective leadership from all members

• Group facilitates itself (agenda points may be contributed by the group)

• Group works to benefit the whole team (successful programs are shared)

• What do we do?• Still seek to improve

relationships and work• Celebrate successes• Test for better methods

and processes

Performing

• YellowsYellows: “We are a well-ordered and well-maintained RESIDENCE LIFE MACHINE!!!”

• GreensGreens: “It appears that our goal is clear, our method for achieving the goal is sound, and our communication and readiness for change are intact. I have some ideas for how this could be better, though”

• BluesBlues: “I love you guys…WE DO GREAT WORK!!! Make sure we all KIT”

• RedsReds: “That was fun. What’s next?”

STORMING?!?!??

• Storming is feared for many reasons:– YellowsYellows: Disrupts the chain or flow of the

organization. They are likely to avoid it because instability is bad and it is a reflection of not doing one’s duty.

– GreensGreens: It is non-productive and doesn’t seem like a logical or rational use of group time. However, greens are the most likely to welcome storming and seek to replicate it frequently

– BluesBlues: People could get their feelings hurt and we may cease to be connected as a group. They are likely to avoid it because conflict between people is destroying the reason for the group to exist.

– RedsReds:: It’s a lot of talk…no action…generally no fun. However, Reds may seek to replicate to provide some action or something to do.

STORMING?!?!??

• How to lead colors through it:– YellowsYellows: Remind yellows of their duty to the group.

They will respond to this by being a good “second in command.”

– GreensGreens: Ask the greens for ideas on how to get through the conflict. Also, explain the theory of development. They may not believe it, but use of logical reasoning will help.

– BluesBlues: Explain to the blues that this will strengthen the bonds between people if they can get through it. Ask them to help “bridge the gaps” between people.

– RedsReds: Do team-builders or active initiatives to illustrate the process. Ask them for their perception of reality in the process and what they think needs to happen to “fix” the situation.

Supervision Skills

Business

Transcript of Supervision Skills