Running

head: SUPER-VISION WORKSHOP

SUPER-Vision Workshop Julie Chatzinoff, Alyssa LaPatriello, Nicole Ponticorvo, Lauren Tong, and Kyle Sabin Rutgers University

SUPER-VISION WORKSHOP Introduction Supervision, evaluation, and personnel management is a huge topic to cover; when we were looking for resources in the beginning stages of this assignment, one person we contacted informed us that they would often hold three or six hour sessions just to cover one of those sections. Within the 75 minutes allotted to us, we wanted to guarantee that our participants would gain knowledge that would assist them as emerging professionals. Supervision is something that many of us do now, and if we do not, it is only a matter of time until we do. Additionally, the importance of being an effective supervisor cannot be understated, and it is something that many of us are doing, or will do, without much formal training.

Though our participants are new professionals, their familiarity with supervision is vastly different from person to person. Some people may have come from the professional world where they supervised others, or they supervised students as undergraduates. Others may have begun supervising this year, and yet others still have not begun to supervise. Since each of those groups have different needs from our workshop, we did our best to include valuable resources and information so that everyone could walk away having learned something to bring into their work. Literature Review Given that supervision, evaluation, and personnel management constitute key components of virtually all organizations, it is essential to consider the literature surrounding these topics from a variety of organizational lenses, including that of higher education. For the purposes of this literature review, we have narrowed or literature search to focus primarily on supervision and how it relates to concepts of staff evaluation and overall personnel management practices. Looking at [s]upervision [as] a cumulative process, not an event (Janosik, Creamer, Hirt, Winston, Saunders, & Cooper, 2003, p. 42) adds to its complexity. While one may consider

SUPER-VISION WORKSHOP the act of supervision a compilation of disciplinary meetings, it is vital to acknowledge supervisions longstanding and impactful role within organizations. At its core, supervision

requires the development of a professional and personal relationship between the supervisor and supervisee. As in all human relationships, one must take into account many variables, including personality characteristics, the situation, level of knowledge and experience, background, and the institutional and societal context, when supervising both new and seasoned professionals (Janosik et al., 2003, p. 42). Winston and Creamer (1997) define supervision as a management function intended to promote the achievement of institutional goals and enhance the personal and professional capabilities of staff (as cited in Tull, 2006, p. 466). In order to better understand the intricacies of supervision, we examined various themes from the literature including: the first time supervisors transition, multicultural competence in supervision, developing a supervisory philosophy and synergistic supervision. First-Time Supervisors For new professionals, being a first-time supervisor brings great challenges. Stepping into a managerial role for the first time, getting adjusted to a new environment, and sometimes dealing with a cold reception from newly appointed staff is a significant transition for many people. Becoming a manager for the first time is a big career step, but managerial skills dont automatically come with the title, and being good with people doesnt mean youll be an effective leader (Brown, 2006, p.102). It is especially important to provide first-time managers with the proper training and knowledge in order to help them transition successfully into their new role. Therefore, supervisors that are not well prepared may fall into poor supervision habits based on their lack of understanding as to what their new role entails (Derven, 2009, p.51).

SUPER-VISION WORKSHOP These habits can be retained over the course of an entire l career, with increasingly severe consequences.

One way to be trained and become familiar with the organization is to communicate with ones supervisor and establish clear and mutual expectations of what is required (Brown, 2006, p. 104). Furthermore, new supervisors must [i]dentify people and places in the company from which you can get the information you need to do your job effectively (Brown, 2006, p. 104). Whether one accomplishes this by visiting human resources for information about organizational culture, asking another manager about standard meeting procedures, or even communicating with the administrative assistant in order to gain knowledge in departmental operations and functions. Brown (2006) advises new managers to reach out to co-workers and be creative, throw out some ideas, [and] be your own professional advocate (p. 104). Given that supervision is a typically required responsibility for new professionals, effective training is necessary to help new supervisors succeed. For instance, Pepsi Bottling Group employs an effective training procedure for new supervisors in transitioning into their new role. This company believes in getting other staff involved in the training process because it is really critical to have the managers manager involved; we need that leadership support at the next level to transfer learning back on the job (Derven, 2009, p.52). In training the new supervisor, Pepsi emphasizes on the involvement and effort on the new supervisors manager. The manager provides feedbacks on how to become a supervisor to their new employee, as well as being a part of the team. Additionally, in training new supervisors, Pepsi uses a systematic approach with three components: organizational, analytical, and interpersonal focus (Derven, 2009). In, the organizational focus, the frontline supervisor acts as a channel to guide his staff according to organizational goals and objectives. As a result, [t]he supervisor must take a

SUPER-VISION WORKSHOP proactive role in understanding how the tasks in his/her work unit fit into the big picture (Derven, 2009, p.53). Further, the new supervisor must take ownership of the larger purpose in

order to help supervisees successfully complete their responsibilities. Through an analytical lens, first-time managers must fully understand the drastic ways in which their roles have changed from being a fellow employee to being the boss. It is important to remember you were probably the best at what you do, but that does not necessarily make you a good manager (Ulsh, 2007). As supervisors, they must now make tough decisions, delegate tasks to staff, evaluate staff performance, manage workflow, and much more. With regards to performance, [s]upervisors must be able to make an accurate diagnosis of the causes of non-performance in their direct reports (Derven, 2009, p.54). On an interpersonal level, new supervisors must develop appropriate skills to interact effectively with their staff (Derven, 2009). According to Pepsis supervisory training model, [t]he skills of communicating clearly, listening, knowing when to be directive or supportive, and when to ask questions, need emphasis (Derven, 2009, p. 54). Considering the various components of supervision, an effective supervisor must be able to both convey positive recognition and assertiveness when appropriate. Furthermore, effective supervision requires a degree of emotional intelligence, [and] self-reflection (Derven, 2009, p. 54). Self-awareness and emotional intelligence enable supervisors to help harmonize and harness employees efforts to achieve goals and deal with unexpected obstacles. Investing in the transition of new managers is highly valued at Pepsi Bottling Group because they recognize that the impact of each leader is multiplied in terms of his impact on others, [and they] want to make the investment work. (Derven, 2009, p. 53).

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When they step into the supervisory role, new managers face a myriad of challenges and, in turn, make mistakes. Poorly prepared supervisors may decrease productivity, act as a obstruction in the workflow, and fail to develop employees to their full potential (Derven, 2009, p.51). Furthermore, new supervisors tend to make the mistake of not holding staff members accountable for their actions, which is only natural for new supervisors as they strive to avoid difficult conversations, (Perrott, 2006, p. 29). If the new manager does not hold a staff member accountable, it might develop into a pattern for the rest of the team and may negatively affect team performance. Another misstep for new managers involves not taking initiative or failing to take the lead. Managers must realize that they are in a leadership role and others look to them for direction. According to Brown (2006), supervisors should not be afraid to give directions (p.106) to staff. Finally, micromanagement is a common mistake many managers make. When supervisors micromanage, their supervisees will likely view them as lacking confidence in their abilities and as negative influences in the workplace (Janosik et al., 2003, p. 58). Managers must understand that they are getting their job done through their staff, and they dont have to be involved in every aspect of a task. Brown (2006) urges supervisors to [l]earn how to delegate so as to not overburden [themselves] and waste the talents of. . .staff members (p.106). In light of the challenging aspects inherent to supervision, many first-time supervisors do not initially succeed. In fact, [s]ome 40% of first-time managers receive a bad review, voluntarily step down from their position, or get fired within the first 18 months on the job (Brown, 2006, p. 102). To avoid such pitfalls, new managers must resist manipulation, avoid compromised performance standards, and prevent supervisees from bending the rules (Brown, 2006, p. 102). In general, supervisors should [a]lways do whats best for the entire organization and your new management team (Brown, 2006, p. 102). Building relationships and

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communicating effectively with employees are particularly important skills for supervisors at all levels. However, [s]tudies reveal that the number one problem first-time managers face is failure to build partnerships and foster work (Brown, 2006, p. 103). To encourage professional relationships, it is suggested that new supervisors have an open-door policy and encourage their team to ask questions and seek guidance (Brown, 2006). For a supervisor to avoid common mistakes and develop successful supervisory habits, he or she must receive adequate training from the organization. Multicultural Competence for Supervisors As the workplace becomes more diverse, many professionals will be supervised by individuals different from them (Tull, 2006, p.466). The similarities and differences between the supervisor and supervisee can greatly influence the outcome of their working relationship. Therefore, multicultural competence is a vital skill for supervisors to develop and practice. According to Bernard and Goodyear (1998), [m]ulticultural supervision occurs when two or more culturally different persons, with different ways of perceiving their social environment and experiences, are brought together in a supervisory relationship with the resulting content, process, and outcomes that are affected by these cultural dynamics (as cited in Garrett, Borders, Crutchfield, Torres-Rivera, Brotherton, & Curtis, 2001, p.149). Regardless of their diverse backgrounds, new supervisors must receive multicultural training to avoid problems in crosscultural issues that may hinder the success of their working relationships with staff members. Considering the diverse nature of todays workforce, it is common that multicultural issues can challenge the supervisory relationship. DAndrea and Daniels argue that issues of power and control can have significant effects on multicultural components in supervision (as cited in Ober, Grandello, & Henfield, 2009, p. 206). Supervisors who are invested in maintaining

SUPER-VISION WORKSHOP their power amongst employee relationships may be reluctant to openly discuss their lack of experience and/or training in multicultural issues with their supervisees, especially if the supervisee has had more multicultural training or experience (Ober, et al., 2009). Problems may easily arise when a mismatch in cultural knowledge and values is discovered. In order to create a safe and equal environment for all employees, it is essential that organizations properly train managers to effectively handle multicultural issues. Goodyear and Guzzardo (2000) suggest that supervisors should raise the issue of race or culture as a first step toward establishing a constructive relationship based on mutual respect (as cited in Dressel, Consoli, Kim, & Atkinson, 2007, p. 52). Gatmon et al. (2001) also found that when cultural issues were discussed in supervision, supervisees perceived a more successful supervisory working alliance and increased satisfaction with supervision (as cited in Dressel et al., 2007, p.52). Furthermore, Fukuyama found that supervisees preferred supervisors who provided openness and support during supervision, culturally relevant supervision, and opportunities to

work on multicultural activities (as cited in Dressel et all., 2007, p.52). According to Gatmon et al., [r]esearch demonstrates that supervision that attends to multicultural issues has positive effects on the working alliance in supervision and, in general, leads to higher ratings of supervisee satisfaction (as cited in Ober et al., 2009, p. 206). Comprehensive multicultural skills in supervisors can produce a chain of effect. In fact, Ledany et al. note that studies have found that multicultural-focused supervision leads to an increase in supervisees self-perceived competence in working with diverse clients and improvement in the supervisees ability to conceptualize clients within a multicultural framework (as cited in Ober et al., 2009, p. 206). Supervision as Power

SUPER-VISION WORKSHOP Whereas the success of a supervisory relationship hinges on the extent to which it is holistic and synergistic, the failure of such depends largely on the ways in which the supervisor

exerts power. Since supervisory relationships imply a power differential between supervisor and supervisee, [h]ow well student affairs professionals understand and exercise the power inherent in their position and the power attached to them as persons greatly influences their success as supervisors (Janosik et al., 2003, p. 51). According to French and Raven (1959), types of power can include legitimate, coercive, reward, expert, and referent (as cited in Janosik et al., 2003, p. 52). Arguably the most dangerous type of power is coercive. Within the context of higher education, coercion is likely to provoke resistance that may escalate into open conflict that benefits neither party (Janosik et al., 2003, p. 53). The extent to which supervisors sensitively, carefully, and thoughtfully use their power ultimately determines their effectiveness (Janosik et al., 2003, p. 56). Synergistic Supervision Given the dynamic nature of synergistic supervision, it cannot be viewed as something done to or even with those supervised (Janosik et al., 2003, p. 62). Instead, the supervisor and supervisee must embark on a collaborative supervisory relationship for which they have responsibilities to each other and to the process (Janosik et al., 2003, p. 62). According to Winston and Creamer (1998), [t]he synergistic approach involves establishing open lines of communication, building trusting relationships, supervisory feedback and appraisal, identification of professional aspirations of staff and implementation of the knowledge and skills necessary for advancement (as cited in Tull, 2006, p. 466). Instead of viewing supervision as a means to convey punishment for unsatisfactory performance, it much be approached as a helping process for staff (Winston & Creamer, 1998, p. 30.) Centered on a holistic approach, synergistic

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staff supervision occurs at multiple levels and incorporates the following general elements: dual focus; joint effort; two-way communication; focus on competence; goals; systematic, ongoing processes; and growth orientation (Winston & Creamer, 1998, p. 30; Janosik et al., 2003, p.5). From the aforementioned description, synergistic supervision involves various strains of interaction between the supervisor, supervisee, and the institution as a whole. The dual focus component of synergistic supervision involves the simultaneous development and growth of the organization and the employee (Winston & Creamer, 1998, p. 30). In doing so, [s]ynergistic supervision explicitly focuses both on promoting the interests of the institution and the staff members present and future welfare (Janosik et al., 2003, p. 42). Furthermore, synergistic supervisors can communicate the organizations goals, norms, and values, as well as other information necessary for the job, which both helps the supervisee succeed in his or her role and advances the needs of the organization as a whole (Tull, 2006, p. 476). An essential component of the synergistic supervision approach is the joint effort between supervisor and supervisee, which requires that both invest time and energy in the relationship (Winston & Creamer, 1998, p. 30). In order to ensure the success of the synergistic supervisory relationship, open and honest two-way communication is key (Winston & Creamer, 1998, p. 30). Two-way communication also benefits supervisors in that they can receive and give helpful feedback that can improve performance (Tull, 2006, p. 476). Whereas dual focus, joint effort, and two-way communication hinge on interaction, the following elements of synergistic supervision center on the supervisors actions: focus on competence, goals and systematic, ongoing processes (Winston & Creamer, 1998, p. 30). By focusing on competence, the synergistic supervisor strives to help the staff member acquire knowledge, develop work-related skill sets, and enhance personal and professional skills and

SUPER-VISION WORKSHOP attitudes (Winston & Creamer, 1998, p. 30). In addition, the synergistic supervisor should help

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the supervisee set goals to maintain and carry out duties and responsibilities, as well as goals for innovation (Winston & Creamer, 1998, p. 32). To effectively empower staff members to set innovative goals, supervisors should encourage staff to take risks and try creative solutions to problems or imaginative new interventions that can positively affect students personal or educational development (Winston & Creamer, 1998, p. 32). For both competencies and goals to be enhanced, the synergistic supervision process must be systematic and ongoing. Such a process entails regular one-on-one meetings that provide the opportunity for the supervisee to share and examine goals, identify problems and solicit advice and guidance with the supervisor (Winston & Creamer, 1998, p. 32). The responsibility of establishing an ongoing and systematic supervision plan ultimately falls on the supervisor (Janosik et al., 2003, p. 62). The final component of synergistic supervision, growth orientation, focuses both on the supervisor and supervisee in relation to the latters development with the help of the former. In this way, [t]he supervisory process should be deemed a failure if the staff involves do not become better or more proficient in carrying out their responsibilities and have a sense of accomplishment and personal satisfaction in their positions (Winston & Creamer, 1998, p. 33). Because synergistic supervision requires that supervisors help staff members assess their own abilities, skills, knowledge, career aspirations, and professional expectations, new professionals benefit greatly from the process (Winston & Creamer, 1998, p. 33). According to Tull (2006), new professionals that experience synergistic supervision may have greater job satisfaction and perceived opportunities for professional development and advancement (p. 466). Beyond the potential for greater job satisfaction that is associated with a synergistic approach to supervision, new professionals also benefit greatly from the holistic nature of this

SUPER-VISION WORKSHOP type of supervision. When supervisors engage in synergistic supervision, their supervisees

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receive regular appraisals of their work and are able to make adjustments based on information obtained from the supervisor (Tull, 2006, p. 476). Since staff members are given frequent feedback, both they and their supervisors benefit from the adjustments they can make to rectify bad habits and poor performance. As a result, [s]ynergistic supervision. . .provides opportunities for personal and professional development for both supervisors and new professionals (Tull, 2006, p. 476). On a personal level, synergistic supervisors must look at the supervisee as a whole person; therefore, they need to be sensitive to what is happening to the [new professional] both on the job and outside of work (Janosik et al., 2003, p. 69). By considering the supervisees personal life and development, a supervisor can better understand his or her employees needs, goals and aspirations, which, in turn, create a more effective working relationship. The Individualized, Self-Authored Nature of Supervisory Philosophies After looking at effective and ineffective supervisory styles with regards to synergistic supervision and misuse of supervisory power, it is vital to explore the individualized quality of various approaches and styles. Different circumstances warrant different supervisory approaches. Such circumstances include: (a) the personalities of the supervisor and new professional, (b), the quality of professional preparation [new professionals] have received, (c) the institutional type, history, and culture, (d) the organizational structure of the student affairs division and college or university, and (e) the expectations and demands of the [new professionals] position (Janosik et al., 2003, p. 61). Just as supervision depends on a variety of factors including the individual and organization, it also depends on the personal philosophy of the supervisor. In order to develop a successful supervisory approach, one must understand his or her personal values and beliefs as

SUPER-VISION WORKSHOP they relate to supervision and interpersonal relationships (McNair, 2011, p. 28). Therefore,

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supervisors must decide for themselves what matters to them, what they believe, and what they need in order to determine how they interact with those they supervise (McNair, 2011, p. 27). At its core, supervision is about the relationships we form with [people], how we motivate them, and how we inspire people to be at their best in the organization (McNair, 2011, p. 28). Given the personal nature of a supervisory philosophy and lack of a one size fits all approach, supervisors must generally develop and implement their own philosophy without a concrete guidebook (McNair, 2011, p. 29). According to McNair (2011), [o]ur philosophy is based on our core values and what we believe about the way we want to be in relationship with those we supervise (McNair, 2011, p. 29). Developing a clear supervisory philosophy can help one determine whether it will fit with the organizations they will join in the future (McNair, 2011, p. 29). In turn, [w]orking in an organization that complements and supports our supervisory philosophy likely means we will thrive. Conversely, working in an organization that does not share our supervisory philosophy may lead to frustration and disappointment (McNair, 2011, p. 29). Given that a supervisory style helps us develop intrapersonal and interpersonal understanding, it is one important step in reaching a greater level of self-understanding. According to Baxter Magolda (2009) and Pizzolato (2010), [a] supervisory philosophy is important because we can use it to clarify what matters to us, align our actions with our values, and assess ourselves over timeall important steps in moving toward self-authorship (as cited in McNair, 2011, p. 30). In order to develop ones internal voice, one must connect actions to values. Furthermore, if supervisors rely on their own internal voice to develop their own supervisory philosophy, they are better positioned to become good company to [their supervisees] on their path to self-authorship (McNair, 2011, p. 34).

SUPER-VISION WORKSHOP While a supervisory philosophy determines how one will act in relation to their supervisees according to their beliefs and values, it is vital to provide more guidance to

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supervisors in how to approach defining their own philosophies. Just like a mission statement, you want your philosophy to be easy to remember, easy to communicate, and easy to understand (McNair, 2011, p. 31). The first step in defining ones supervisory philosophy involves identifying what good supervision looks like, including the values, principles and priorities that one associates with effective supervision (McNair, 2011, p. 33). Additionally, one must look back at past relationships with supervisors to identify positive and negative practices. By looking at ones supervision role models, one can determine the values that they possessed. For instance, a supervisor must observe and explore his or her own value[s] in action through behaviors (McNair, 2011, p. 31). After identifying good supervision by looking at others, it is time to examine ones own values and priorities with regards to supervision and working with others in general (McNair, 2011, p. 31). Through this process, [t]he values, priorities, and principles can form the foundation of [an individuals] supervisory philosophy (McNair, 2011, p. 31). When it comes time to physically write a supervisory philosophy statement, it is important to know that there is no one right or wrong approach (McNair, 2011, p. 32). A supervisory philosophy statement can be written, or it may take the form of a graphic, like a collage or drawing (McNair, 2011, p. 32). According to Pizzolato (2010), [a] statement that summarizes your values and encourages you to continue acting in ways that support those values reinforces your notion of self (as cited in McNair, 2011, p. 32). Furthermore, writing a philosophy statement using present tense helps one focus on who they are today (McNair, 2011, p. 31). While writing or visually expressing a supervisory philosophy implies that it has been established, ones philosophy can evolve as he or she continues to develop their internal voices (McNair, 2011, p.

SUPER-VISION WORKSHOP 32). Therefore, [s]pending time each year reflecting on and reconsidering our supervisory

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philosophy can help identify people and events that influence the development of our philosophy (McNair, 2011, p. 32). By revisiting ones supervisory philosophy year after year, it will continue to stay relevant in ones work. Reflection on Evaluations It is interesting to note that we did not receive a lot of consistent feedback; what one person liked another person had pointed out as problematic. Our most consistent positive feedback was that participants enjoyed the video presentation we had assembled of more experienced supervisors; they felt it was valuable and enlightening. Potential problem areas included the Prezi lecture format, the flow of the presentation, and the area with the most consternation was the mock scenarios. We asked our participants to rate us from a scale of one to five in three areas; was it interesting, knowledge gained, and was the interactive components of the workshops useful, which would give us a working score from 20-100. For the first question, we scored 88/100, or an average of 4.4/5. Participants ranked their gain of knowledge at 82/100, with the average of 4.1/5. Finally, on whether or not the interactive component of the workshop was useful, we scored 83/100, for the average of 4.15. We also did not receive any scores of 1s or 2s, although there may be a desirability factor affecting these scores because of the close relationships we hold with the participants. Some participants indicated that our opening section where we used the Prezi slides was the right mixture of giving information and soliciting class interaction, while others believed that this section felt too much like a lecture and wished for more interaction or discussion. During our planning stage of the presentation, many of us believed that this section was unavoidable

SUPER-VISION WORKSHOP since we had to impart knowledge quickly and efficiently. Most people do not think reading

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journal articles are fun, but we realize the value in them so we read them. We tried to ameliorate this by keeping the section brief, since each one of us was only to speak for approximately three minutes. Within those three minutes, we would do our best to ask for class participation. Going into the presentation, we realized that this would probably be an area of concern, but we were unable to think of a better solution that would deliver the information in a timely fashion. In reflection, it may have served us better to keep the same presentation time, but build in more time for discussion and thoughts for each area. Participants were also mixed in their review of the presenters knowledge and comfort. A couple participants expressed that they believed the presenters were well prepared and knowledgeable, while others felt that presenters seemed nervous or relied on note cards too much. It is difficult to stand in front of a group of your peers and present for a long period of time; even though we had practiced with each other several times, not everyone in our group is a strong presenter and note cards are a valuable tool to keep people organized or from forgetting important information. And for those people, the three or so months that we had worked on the project, while significant, were not enough to give us the true mastery of knowledge that may have made note cards superfluous. One item that was also brought to our attention was that many of our areas or activities felt disjointed from one another. What was covered in our self-assessment was not necessarily exactly what we presented; and what we presented was not necessarily a part of what we used our mock scenarios for, and that might not have been what was in our handouts for class. While there was still continuity throughout the presentation, we accept that we could have been more intentional in compiling and presenting our content. We believed that the self-assessment was a

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valuable introduction to frame peoples thought, encourage some self-reflection, but ultimately it was an internal exercise for our participants to start thinking about their supervisory experience. Some participants wondered why they would fill out a sheet and then never refer back to it later in the workshop, which is a viable comment. Further, our mock scenarios focused mainly on difficult conversations because that is often the most challenging component of supervision. As a result, participants often did not feel that other areas, such as motivation, multicultural issues, or professional development were acknowledged by the mock scenarios, nor were they in the questions we asked experienced supervisors. In the future, we would be more intentional with continuity; one of our issues was that we would do a lot of work independently, then bring it together and do our best to arrange the puzzle pieces. Moving forward, we would either directly collaborate more, or we would tier the work better. For example, the people responsible for mock scenarios would not design them until we had finalized the areas of supervision that we were going to cover. Although we had significantly narrowed our broad topic into a workshop for new supervisors, that still may have been too broad; therefore, we attempted to cover too much content. We might have been more effective in keeping our message consistent if we had chosen to focus our attention solely on difficult conversations, or on multicultural supervision, or on the different styles of supervision; however, we were attempting to give a holistic overview for new supervisors. The area that received the most conflicting feedback was the mock scenario component. During our presentation, one participant informed us that they were not going to participate at all because this person felt uncomfortable role-playing. In our evaluations, one person wrote, we are not experts as part of their rationale for disliking them; however, we designed the scenarios for non-experts to gain experience, not for them to comprehend it perfectly. Other people

SUPER-VISION WORKSHOP believed that we dedicated too much time to the scenarios, since it took up almost half of our total workshop time. Other people said that they loved the scenarios and the opportunity to practice, but felt rushed by the pace we were keeping since they wanted more time to debrief. We actually went over our budgeted time in our group debrief and had to truncate our

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development of a supervisory philosophy section considerably. If we were to do this presentation again, as stated before, we would probably focus in and spend more time on fewer areas. We might do fewer scenarios, or increase the time we are committing to scenarios. If we were at a conference, it would also be important to advertise and market effectively. Different people have different styles of learning, and as we could tell from our feedback, what worked great for some people was difficult or unhelpful for others. Conclusion Ultimately, we have learned a great deal from planning and implementing this supervisory workshop for our peers. Through our literature synthesis, we had the opportunity to examine various organizational theories and supervisory content, which has been fascinating and informative. The literature provided formal theories and research, while our conversations with the seasoned professionals from our video provided us with valuable informal theories that gave perspective for our audience. The mock scenarios allowed our workshop participants to put these theories into practice. In the future, we would love the opportunity to enhance our workshop in order to present at a professional conference. Since supervision is generally a skill set that seems relatively ignored in professional training, we find this type of workshop to be extremely valuable to all new professionals. From our personal experiences as new supervisors and examination of the literature, we strongly believe that more formalized supervisory training is critical to the development of new professionals.

SUPER-VISION WORKSHOP Appendix A Outline of Workshop Introduction: (5 minutes) Introduce ourselves and topic we will be training class on: synergistic supervision for new supervisors Our overall focus: Our focus will be on skills/competencies for new supervisors Self-assessment o Self-assessment handout will highlight different supervisory skills we will be addressing in workshop o It provides class with insight on what training and personnel skills they should focus on enhancing and areas where they are strong

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Discussion of areas of Supervision: (15 minutes total) Motivation: how to motivate staff as a supervisor Providing Feedback (positive and negative): showing appreciation vs. the difficult conversation of negative feedback Professional Development: the importance of professional development for self and staff members Multicultural Dynamics: the importance of awareness and sensitivity towards diversity in the workplace Challenges: potential challenges new supervisors tend to face Mock Scenarios: (35 minutes) Small groups will be created with at least one supervisor and one supervisee For each scenario, they will rotate so that they are interacting with different people Possible topics for mock scenarios will include: o Firing o Unethical behavior- dating within the workplace o Staff member is not doing their job correctly o Balancing time o Giving positive feedback that the person planned a great program o Debriefing after a tragedy (loss of a student) After each scenario, group members will provide the supervisor with feedback. Video Interviews with Professional Supervisors: (5-7minutes) The video will highlight upper-level supervisors responses to the following questions in order to give workshop attendees insight/advice: o If you could describe your supervisory style in a few words, what would it be? o What are effective ways in which you supervise others? o What skills/competencies are necessary for an effective supervisor? o What are the challenges new supervisors tend to face? o If you could offer one piece of advice to new supervisors as they step into their new role, what would it be?

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Creating Supervisory Philosophy: (10 minutes) In this portion, we will refer back to the article we posted on Sakai Everyone will be asked to formulate their own supervisory philosophy by incorporating different skills/competencies they learned about within the workshop Wrap Up: (3-5 minutes) Everyone will receive a training packet which highlights various supervisory skills There will also be an opportunity for people to ask questions We will distribute the evaluation form to get feedback about our presentation Anticipated Learning Outcomes: To give class specific techniques that they can utilize as supervisors To provide an opportunity for practical application (mock scenarios) of these skills in which they can receive feedback For class to recognize the importance of the specific skill sets so that even if they do not consider themselves an expert, they can start the process of improving

SUPER-VISION WORKSHOP References Brown, S. D. (2006). Congratulations, youre a manager! Now what?. Black Enterprise, 36(9), 102-106. This article discusses the unforeseen challenges first-time supervisors may face. It also

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highlights skills and guidelines new managers should gain and follow to succeed in their new position. Throughout the article, the author highly emphasizes the importance of proper training for new supervisors. Chapman, G. D., & White, P. E. (2011). The 5 languages of appreciation in the workplace: Empowering organizations by encouraging people. Chicago, IL: Northfield Publishers. Asserting the importance of appreciation in order to motivate positive employee morale and performance, Chapman and White advocate for various languages through which one can convey appreciation to their employees: affirmation, quality time, acts of service, tangible gifts, and physical touch. Without appreciation, the authors emphasize that employees can feel a lack of disconnected, discouraged, burnt out and unsupported, which all breed complaints. Whereas recognition focuses on performance, appreciation focuses on the value of the person The authors note that appreciation must be individualized, delivered personally and viewed as valuable to the recipient in order for it to be effective in the workplace. Derven, M. (2009). Navigating the transition to supervisor. T+D, 63(11), 50-53. This article discusses the transition stage from a regular employee to being a supervisor. The article suggests challenges a new supervisor may face, and used the Pepsi Bottling

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Group as an ideal model in making a smooth transition for their employees as they step into their new managerial role. Dressel, J. L., Consoli, A. J., Kim, B. K., & Atkinson, D. R. (2007). Successful and Unsuccessful Multicultural Supervisory Behaviors: A Delphi Poll. Journal Of Multicultural Counseling & Development, 35(1), 51-64. Dressel et al. used the Delphi method to examine multicultural supervision at university counseling centers. They found that the most important element involved in multicultural supervision is creating a safe environment for discussion of multicultural issues. In addition, they found that supervisors working with ethnically different supervisees must demonstrate their own self-awareness of their identity in order to promote cultural identity development among their supervisees. Garrett, M., Borders, L., Crutchfield, L. B., Torres-rivera, E., Brotherton, D., & Curtis, R. (2001). Multicultural SuperVISION: A Paradigm of Cultural Responsiveness for Supervisors. Journal Of Multicultural Counseling & Development, 29(2), 147. This article argues for the need for supervisors to become more aware of their own cultural identity. It claims that supervisors need to gain more knowledge about various racial and cultural identity development models as well as receiving formal training in multicultural counseling. Gilbert, R. & Parrish, M. (Eds.). (2002). Successful managers handbook. New York, NY: Dorling Kindersley Limited. This selection comprises the training manual on supervision distributed to workshop attendees. The contents extracted include topics such as: developing empathy, creating

SUPER-VISION WORKSHOP trust, understanding difficult people, dealing with performance problems, motivating individuals, empowering staff and rewarding success. Janosik, S. M., Creamer, D. G., Hirt, J. B., Winston, R. B., Saunders, S. A., & Cooper, D. L. (2003). Supervising New Professionals in Student Affairs. New York, NY: BrunnerRoutledge This book provides a comprehensive overview to the concept of supervision within the context of higher education and student affairs. In the preface, Janosik et al.

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acknowledges that the purpose and goal of her book was to fill the gaps in the literature by providing a comprehensive model for effective supervision, along with practical guidance for supervisors who strive to increase staff success. Chapter three, our main focus for this paper, introduces the concept of synergistic supervision as an ongoing process and not a one-time occurrence that . The author also describes the power differential associated with the supervisory relationship, as well as multicultural issues. McNair, D. E. (2011). Developing a philosophy of supervision: One step toward self-authorship. New Directions For Student Services, (136), 27-34. doi:10.1002/ss.411 McNair emphasizes that developing a supervisory philosophy is one of the steps on ones way to self-authorship. By developing ones own supervisory philosophy and determining how one wants to work and interact with others, the author argues that the individual moves closer toward developing and trusting his or her internal voice, as opposed to listening to external formulas. McNair cites Baxter Magoldas (2009) Authoring Your Life: Developing an Internal Voice to Navigate Lifes Challenges in order to introduce the importance of developing an individualized supervisory style. The author asserts that there is no one right supervisory style, as it is a reflection of the

SUPER-VISION WORKSHOP person and his or her values and beliefs that determine what kind of supervisor one becomes. Ober, A. M., Granello, D., & Henfield, M. S. (2009). A Synergistic Model to Enhance Multicultural Competence in Supervision. Counselor Education & Supervision, 48(3), 204-221.

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Ober et al. introduce the Synergistic Model of Multicultural Supervision. The Synergistic Model of Multicultural Supervision is an integrated model from three existing models that provide guidance to enhance multicultural competence for counseling professionals. Perrott, M. (2006). expert's viewbeing a good supervisor. Personnel Today, 29. Perrotts article came from the Business Search Premier and includes a brief interview with a human resource professional that discusses the skills and pitfalls for first-time supervisors. The human resource professional suggests that being clear about the team's objectives and giving staff recognition for their effort are the most effective supervision Stone, D., Patton, B., & Heen, S. (2010). Difficult conversations: How to discuss what matters most. New York, NY: Penguin Books. The authors break down the elements of difficult conversations that commonly occur between the supervisor and supervisee. As anything one finds difficult to talk about, difficult conversations challenge ones comfort zone, make one feel uncomfortable and vulnerable and threaten ones self-esteem. Within the context of the supervisory relationship, difficult conversations include various elements: (1) the why conversation, which seeks to determine what happened to cause the difficult conversation; (2) the feelings conversation, which allows the supervisory pair to share their emotions and feelings surrounding the issue at hand; and (3) the identity

SUPER-VISION WORKSHOP conversation, which calls the individuals sense of self into question as he or she

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determines the importance of this difficult situation. The authors asserts that the goals of difficult conversations are to understand what has happened from the others point-ofview, express your point-of-view, share and understand feelings, and work collaboratively to figure out a way to manage the issue going forward. Tull, A. (2006). "Synergistic Supervision, Job Satisfaction and Intention to Turnover of New Professionals in Student Affairs" Journal of College Student Development 47(4): 465-480. Tull pulls from Winston and Creamers research on synergistic supervision as the most holistic approach to supervision, which leads to discussion of excellent and poor performance, career aspirations, informal performance appraisals and personal attitudes. Through her research, Tull links synergistic supervision to staffs perceived job satisfaction and, in turn, retention. Tulls results determined that lack of synergistic supervision could lead to greater turnover for new professionals. The author concludes that engaging in synergistic supervision by devoting investment into employees career aspirations increases satisfaction and performance. Finally, Tull argues that the synergistic supervision model would be ideal to use in new supervisor training programs. Winston Jr., R. B., & Creamer, D. G. (1998). Staff Supervision and Professional Development: An Integrated Approach. New Directions For Student Services, (84)29: 2942. In this article, Winston and Creamer argue for the importance of staff development activities as integrated components of the synergistic supervision process. Since staff training and development needs are most easily identified through supervision, Winston

SUPER-VISION WORKSHOP and Creamer assert that staff development should become part of the supervisors primary responsibilities. Furthermore, Winston and Creamer present their concept of synergistic supervision and effectively highlight the primary components Ulsh, A. (2007). How to Supervise and Produce Real Results [Audio CD]. Mission, KS: SkillPath Publications.

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This audio CD compilation provides a concise collection of techniques, suggestions, and various organizational management theories. The CD also included reenactments of important conversations that employees may have with their managers of this different type of supervision.