let’s talk about what drives us crazy!!!€¦ · fundamentals… supervisors need to stress that...
TRANSCRIPT
Supervision
Let’s talk about what drives us CRAZY!!!
Your Interests in Supervision… Professional Staff
VC’s expectations for supervision, method for effective supervision, dealing with difficult employees, working as a team, professional dev., staff apathy, providing good customer service, range of supervisory styles, use of case studies, employee expectations and goal setting…
Student Staff
Motivation, delegation, empowerment, project mgt., receiving feedback, confrontation, buy-in to dept. mission and goals, performance incentives, multiple supervisors…
And the VC sez… -“Let them know you’re paying attention.”
-“If we expect students to be a community, we must model community.”
-”With the title comes responsibility.”
Today’s Session… Fundamentals of Good Supervision
Developing the Team
Keeping Pace
Supervising Students
Student Development Theory
Bloom’s Taxonomy of Learning
CASK
Research on Supervision in S.A.
Supervision Fundamentals Establish clear expectations and define the culture
Seek synergy between person and the environment- “FIT”
Describe performance evaluation process, and provide frequent feedback (esp. for new staff)
Confront poor performance QUICKLY, in consultation with AVC Glossl/HR, and through periodic evaluative process
Follow all HR policies and procedures to the letter
Address poor work acumen and poor work habits
Counsel and coach individual team members, and help them separate the personal from the professional
Show appreciation for top performers
Have faith that your boss will “do the right thing”
to develop the team
Communicate up the chain!
http://www.fotosearch.com/clip-art/zen.html
Fundamentals… Supervisors need to stress that young staff members
learn their work while getting to know themselves (Temet Nosce)
Be friendly without being a friend, and value being respected over being liked
Know a little about where your staff have been and where they are going
Discuss their career goals
Good supervisors get “out and about”
Fundamentals… Learning styles/personality inventories may be useful
Apply self-exploration/probing techniques (ask supervisee, “How do you think it’s going? What is going well? What is not? What are your biggest successes, challenges & headaches so far?”)
Establish mentors for new staff (but sometimes this complicates supervisory relationship)
Apply different approaches to each staff member (don’t color each canvass with the same brush)
Fundamentals… Establish a bright line between personal and
professional…balance respect for personal life with value for accountability.
Encourage cross training and autonomy
Fellowship Programs
UNCW http://www.uncw.edu/stuaff/pdc/FellowshipProgram.htm
GW http://gwired.gwu.edu/sass/Resources/ProfDev/Fellows/
How do we “Develop the Team?” Communicate expectations
Confront inappropriate behaviors with confidence
Use the FULL CASK model
Counsel and coach
Reward excellence
Professional development
New resp’s
Encourage advancement
What else?
Keeping Pace…
Practice the “Laws of Control”
Observe the “Hawthorne Effect”
Work for work’s reward
Remember who benefits from our work
Provide positive references for those who earn them
Others…
Supervising Students
Have we taught students the game, or assume they already know how to play and know the rules?
Acclimate them to the experience and your expectations from day one, both in groups and as individuals
Teach them how to be a successful employee; tell them what the organization values
Teach them the basics (punctuality, attire, work ethic, “being present,” phone etiquette, customer service…)
Make connections to their career aspirations
Share “Top Skills” employers seek (Thom Rakes)
“Failure is instructive. The person who really
thinks learns quite as much from his failures
as from his successes.” -John Dewey
http://www.experiencefestival.com/the_far_side_-_online
Tell them what they will be evaluated on
Use the CASK Model
Measure their defensiveness (supervise the individual)
Sandwich approach
Teach them about evaluative feedback, your role as an objective supervisor (not personal)
Seek their input and estimation of strengths and limitations
Teach “introspection”
Brush up on Student Development Theory
Key SDT Concepts Optimal student development requires an environment with a
proper balance of challenge and support.
Behavior is a function of the person and the environment.
Understanding “holistic learning” is essential, including taking
an overall, inclusive approach concerning physical,
mental, emotional, and spiritual factors that affect health.
Developmental tasks are skills and competencies that are
mastered and acquired by an individual as he/she gains
increasing mastery over their environment.
Crisis often results from disequilibrium (when one does not
have the skills to manage a situation).
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Erik Erikson’s (1959) Life Span Model
(Eight Stages of Development) 1. Infancy (birth-2)…Basic trust versus mistrust between mother and child
2. Toddlerhood (2-4)…Autonomy versus shame and doubt (potty training)
3. Early School Age (5-7)…Initiative versus guilt (masturbation)
4. Middle School Age (8-12)…Industry versus inferiority (school work)
5. Late Adolescence (18-22)…Individual identity versus role diffusion (adolescence)
6. Early Adulthood (23-34)…Intimacy versus Isolation (marriage)
7. Middle Adulthood (35-60)…Generativity versus stagnation (parenting)
8. Late Adulthood (61- )…Integrity versus despair (dealing with death)
Arthur Chickering’s Seven Vectors
(1969; Linda Reisser in 1993)
Introduced “vectors” as series of developmental tasks both having
direction and magnitude. One may work through more than one
concurrently, but each stage is the central focus at any given time.
Implies fluid motion of development.
1. Developing competence
2. Managing emotions
3. Moving through autonomy toward independence
4. Developing mature interpersonal relationships
5. Establishing identity
6. Developing purpose
7. Developing integrity
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Erikson
(1959)
Five Elements of Identity Resolution 1) Experimentation with varied roles
2) Experiencing choice
3) Meaningful achievement
4) Freedom from excessive anxiety
5) Time for reflection and introspection
Student Affairs: Creating
Experiences for Life
Benjamin Bloom’s Taxonomy of Learning (1964) Still a great model for student development and staff
supervision and “informal evaluation”
Three domains of learning are cognitive, affective, and psychomotor.
The Cognitive domain involves knowledge and the development of intellectual skills.
The Affective domain includes the manner in which we deal with things emotionally, and our attitude.
The Psychomotor domain includes physical movement, coordination, and the use of motor skills.
Adding domain of communication= CASK.
Research on Supervision in S.A. A common cause for attrition of new SAPs is job
dissatisfaction resulting from role ambiguity, role conflict, role orientation, role stress, job burnout, work overload, and perceived opportunities for goal attainment, professional development, and career advancement (Berwick, 1992; Conley, 2001).
Brown (1987) stated that attrition from low morale requires constant training of new professionals. Creamer and Winston (2002) stated that a principal factor for attrition is the quality of supervision received in the first one or two jobs. Effective supervision of new professionals can reduce the propensity of new professionals to leave.
The culture of the H.E. organization has the unique potential to influence a new professional's retention because they encounter a host of issues with entry into the profession (Ellis, 2002; Hamrick & Hemphill, 2002; Marsh, 2001) and need orientation and socialization both to their field of work and to their employing institution (Amey, 1990, 2002; Katz & Tushman, 1983). An effective model of supervision that provides the necessary orientation and socialization to student affairs and higher education is one way to reduce the attrition of new professionals.
Tull, Ashley. (2006). Journal of College Student Development 9.4; 465-480.
Supervision is defined as directing others, overseeing their work,
inspecting their performance
“Good supervision” fosters personal growth and professional development in staff
Supervision in S.A. is the helping process designed to support staff as they work to promote organizational goals and to enhance personal and professional development
Few practitioners have received adequate preparation as supervisors (Schuh & Carlisle, 1997)
Many entry-level supervisors in residence life lack basic supervision skills and confidence to supervise (Winston & Fitch, 1993)
Without proper training, supervisors wing it and rely on their own supervision experiences (good or bad)
Ward, S.R. & Javorek, M.E. (2003, spring). “Applying theory to practice: Supervision in student affairs.” NASPA Journal 40(3): 77-92.
Discussion / Q&A
Clip Art from:
http://www.cartoonstock.com/directory/s/steering_wheel.asp
http://www.istockphoto.com/illustration.php?gclid=CLXt_72ws6ACFRJinAodfDzWSw
http://hubpages.com/hub/Gary-Larson
http://fx.worth1000.com/contests/2455/unauthorized-far-side-tribute-5
Purpose of Performance Goals Performance goals:
Communicate expectations
Set measurable standards
Provide a pathway to improvement, growth, and opportunity
Motivate employees to perform at their best Appreciative Inquiry
Purpose of Performance Goals (cont.) Performance goals:
Provide a fair and objective basis for compensation and other rewards
Target training and coaching needs
Create a focus for performance appraisals
Criteria for Effective Performance Goals Job related
Relevant
Measurable
Observable
Attainable
Reasonable
Specific
Challenging
Prioritized
Individualized
Flexible
Written
The Goal-Setting Process Set performance goals with employees
Early and review periodically
Monitor performance
In the moment and during formal & informal evaluations
Document observations
Positive, neutral and deficiencies
Evaluate performance
Use a method that is clear and concise (SWOT/CASK)
Discuss performance with the employee
Set new performance goals together
Clearly defined with timeline
Individualizing Performance Goals
Review job descriptions and hiring specifications
Review past performance
Compare performance with organizational and department goals
Individualizing Performance Goals (cont.)
Consider physical or environmental limitations
Take team goals into account
Think about the employee’s career growth
Consider your manager’s goals and your own performance goals
Setting New Goals Goals not achieved
during the previous period
Career development goals
Changing company or department needs
Additional training or coaching needs
Next level of achievement
Measuring Job Performance Goals Understand the value of measuring job
performance effectively Be consistently objective and specific and
focus on behavior and strengths Select appropriate criteria for measuring
performance Keep complete and accurate records of your
observations Conduct objective, useful performance appraisals
Why is Measuring Job Performance Important? Provides foundation for performance
appraisal system
Supports quality and productivity improvement
Allows you to identify high and low performers
Gives employees valuable feedback
Also… Offers sound basis for managerial
decisions
Identifies training needs
Assists in coaching, counseling, and disciplining employees
Helps avoid discrimination and bias
Helps employees follow HR policies
What Does Measuring Performance Involve?
Basic job standards
Individual performance standards
Department goals
Observation
Evaluation
Objective and Specific
Record facts, not impressions
Focus on performance and behaviors, but also on attitudes
Make specific observations
& give concrete examples
Measuring Results
Focus on accomplishment of goals or responsibilities
Clearly define expectations
Document actual results
Recognize that the employee has control over and impact on results
Combining Measurements to Describe Overall Performance
Getting a true picture
Motivation
Relevance to job
Incorporating knowledge
Rating Systems
Numerical rating scales
Descriptive rating scales
MBO
BARS
SWOT
CASK
Be Fair and Consistent Use the same measures
Apply the system to everyone
Back up your measurements
Explain the system