You Get What You Mold:

1
You Get What You Mold Leading through
Supervision, Coaching, Mentoring
The Alabama Council of Community Mental Health
Boards Conference May 14, 2008
Maranda Brown Adult Service Coordinator DMH/MR
SASD maranda.brown_at_mh.alabama.gov 334-353-7411
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The final test of a leader is that he leaves
behind him in others the conviction and the will
to carry on. Walter Lippmann
This is done by helping people grow.
The mediocre supervisor tells people what to do,
the superior supervisor demonstrates what to do,
and the great supervisor inspires people to do
what they know should be done. Which describes
you as a supervisor?
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What the Literature Says

• Top five ways to retain high-potential employees
• Selecting them more carefully
• Providing better training
• Coaching
• Better compensation and benefits
• Improved orientation and assimilation programs
• Mentoring and flexible work schedules also
  rank high
• Top five ways to retain front-line employees
• Selecting them more carefully
• Better orientation and assimilation programs
• Exit interviews
• Improved training
• Better compensation and benefits
• Flexible work schedules and coaching are
  right behind
• Other methods employers use are tuition
  reimbursement, retention bonuses, casual dress
  codes, and health insurance.

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What the Literature Says

• Organizations in the U.S. annually spend well
  over 300 million on employee training and
  development. This includes supporting
  employee-development activities such as
  customized workshops, course work,
  self-instructional programs, internet education,
  trainings, etc.
• Even though this financial commitment is being
  made, they often fail to establish basic
  communication-linking processes between the
  employee and supervisor that can add support and
  value to their total development effort.

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What the Literature Says

• Estimates suggest that, as a general rule,
  approximately 15 of a companys work force can
  be profiled as High Performance Employees
  (HPEs).
• Another 70 are classified as Average Performers
  (APs) who generally do not go beyond meeting the
  expected performance standards.
• The remaining 15 consists of Marginal or problem
  employees (MPEs).
• Coaching-model strategies are most effective in
  working with HPEs.
• Mentoring strategies generally apply to AP types.
• Counseling strategies are designed to assist
  managers in developing employees who have MPE
  profiles.
  (Minter Thomas,
  2000)

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What the Literature Says
The 10-60-90 adult learning principle illustrates
why supervision is essential.

• If a manager tells and shows the employee what to
  do, he or she will remember approximately 10 of
  the job instructions.
• When the manager tells and shows the employee
  what to do, the employee will remember
  approximately 60 of the information.
• When the manager combines tell and show with the
  employee demonstrating what was observed, the
  employee will retain approximately 90 of the
  instructional effort.
• (Minter Thomas, 2000)

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Most people have a desire to grow and YOU have
the capacity to nurture facilitate this growth.
Supervisor Coach Mentor
When you hear the word Supervisor, Coach,
Mentor what or who comes to mind?
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Most people have a desire to grow and YOU have
the capacity to nurture facilitate this growth.
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A chain is only as strong as its weakest link
When you think about this in the context of those
you supervise, who immediately comes to mind?

• What is your responsibility in this?
• How do you change this?
• Challenge Sometimes supervisory positions prompt
  us to look within at our own deficits before we
  can benefit and enhance someone else.

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Assessing Yourself First
Assessing basic core values that underline the
principles of employee-development communication
processes.

• The degree to which a manager supports these
  values will determine his or her effectiveness as
  a leader in the development of employees.
• see assessment in next slides
• Answer yes if you buy in to the statement,
  no if you do not, and r if you have
  reservations. A yes response to all of these
  is highly desirable and would indicate that you
  have the basic core value attitudes to be
  successful in the role of coach, mentor, or
  counselor.
• Before you can be effective in the employee
  development process, the value statements to
  which you did not respond yes need to be
  addressed.
• Selecting the appropriate approach (mentor,
  coach) should be determined by ones core value
  orientation toward employees.

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Assessing Yourself First
Core Values Assessment
Hendricks, 1994
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Assessing Yourself First
Core Values Assessment
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Supervision Defined

• Clinical supervision is a disciplined, tutorial
  process wherein principles are transformed into
  practical skills, with four overlapping foci
  administrative, evaluative, clinical, and
  supportive. (Powell, 1993)
• Process of directing or guiding people to
  accomplish the goals of the organization in which
  they work. (Daresh, 1989) The ultimate objective
  of supervision is offering the agencys service
  to the consumer in the most efficient and
  effective manner possible. (Kadushin, 1985)

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Purposes of Supervision

• Counselor supervision has three main purposes
• To nurture the counselors professional (and, as
  appropriate, personal) development.
• To promote the development of specified skills
  and competencies, so as to bring about measurable
  outcomes.
• To raise the level of accountability in
  counseling services and programs. (Powell, 1993)
• Effective Supervision accomplishes three broad
  purposes
• Quality control in which the supervisor is
  responsible for monitoring employee performance.
• Personnel development in which the supervisor is
  responsible for helping practitioners refine
  their skills and elaborate both their
  discipline-specific knowledge and their technical
  competencies.
• Promotes commitment to the field and position,
  which, in turn, enhances motivation.
  (Sergiovanni, 1991)

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Traits of an Effective Supervisor

• Clinical knowledge, skills and experience
• Having been supervised and having supervision of
  their current supervisees
• Professional education and training
• Good teaching, motivational and communication
  skills
• A desire to pass on knowledge and skills to
  others (passing the torch)
• A sense of humor, humility and balance in ones
  life
• Good helping skills, observation skills and
  affective qualities (empathy, respect, genuiness,
  concreteness, immediacy)
• Ability to create an open, trusting atmosphere
• Respect among peers, colleagues and supervisees
• Good time management, executive and delegation
  skills
• Familiarity with legal and ethical issues,
  policies and procedures
• Cognitive and conceptual abilities
• Concern for the welfare of the client, the agency
  and ones community
• A non-threatening, non-authoritarian, diplomatic
  manner
• Decision making and problem solving skills
• Crisis management skills
• (David Powell, 1993)

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Traits of an Effective Supervisor - Simplified
The Four As of supervision

• Available open, receptive, trusting,
  non-threatening
• Accessible easy to approach and speak with
  freely
• Able knowledge and skills
• Affable pleasant, friendly, reassuring
• (David Powell, 1993)

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Traits of an Effective Supervisor
Prerequisite traits

• Clinical skills and competencies Your
  clinical experience is the single most important
  qualification to be a supervisor. Powell
  suggests to always keep a caseload because it
  keeps you connected.
• Passion Supervisors must remain passionate
  about what they do.

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Traits of an Effective Supervisor
The strongest traits of a supervisor ought to be

• A willingness and ability to teach (and learn)
• Good communication and listening skills
• A sense of fairness
• Well organized
• Clinical skills

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Traits of an Effective Supervisor
The most common weaknesses of a supervisor

• Difficulty in exercising management authority
• Decision making
• Giving constructive feedback
• Unable to advocate on behalf of staff
• Insufficient time allocated for staff needs
• Personal qualities (rigid, loud, insensitive,
  overwhelmed, impatient, unrealistic)
• Lack of supervisory knowledge, skills and
  experience
• Competent clinicians dont necessarily make
  competent supervisors though most often this is
  how most individuals arrive to their supervisory
  position.

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Coaching
Coaching evolved from athletic training models,
clinical supervision in education, and staff
development with educators.

• Coaching provides the following opportunities
• To receive support and encouragement through
  the opportunity to review experiences, discuss
  feeling, describe frustrations, and check
  perceptions
• To fine-tune skills or strategies through
  technical feedback and technical assistance
• To analyze practices and decision making at a
  conscious level
• To adapt or generalize skills or strategies by
  considering what is needed to facilitate
  particular outcomes, how to modify the skill or
  practice to better fit interactions with specific
  families or practitioners, or what results may
  occur from using the skill or practice in
  different ways
• To reflect on what they perceive or how they
  make decisions, which helps improve their
  knowledge and understanding of professional
  practices and activities

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Coaching Characteristics
There are several coaching models available.
Despite the many models, coaching has common,
important characteristics

• It is most successful when it is voluntary
• It flourishes when it is separated from
  supervision and / or performance evaluation
• It is an ongoing process
• It is based on a collaborative relationship
• It requires an atmosphere of trust and
  experimentation
• (Wolfe, 1994)

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Feedback in Coaching
Feedback is an essential component of coaching.
General guidelines for giving feedback include

• Be descriptive, not evaluative or judgmental
• Be specific rather than general
• Describe observable events or behaviors rather
  than give opinions
• Focus on behavior rather than the person
• Share information rather than give advice
• Explore alternatives rather than give the
  answer or solution
• Begin with positive information
• Describe observed relationships between
  behaviors or events so the partner can make
  cause-and-effect inferences
• Offer the amount of information the receiver
  can use rather than the amount one would like to
  give

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Mentoring Defined

• A caring and supportive interpersonal
  relationship between an experienced, more
  knowledgeable practitioner (mentor) and a less
  experienced, less knowledgeable individual
  (protégé or mentee) in which the protégé receives
  career-related and personal benefits. (Henry,
  Stockdale, Hall Deniston)
• Mentoring facilitates the transfer of
  knowledge, skills, attitudes, beliefs, and values
  between an experienced and a less experienced
  practitioner.

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Mentoring Goals

• Assimilating new practitioners into an
  organization
• Maximizing the effectiveness of the
  practitioners first year
• Facilitating continued professional growth and
  development
• Improving professional practices
• Benefits consumer services through improved
  programs or products
• Increases the retention of promising
  practitioners
• Development of new skills
• Improved performance and productivity
• Increased likelihood of promotion and success
  on the job
• Increased social and emotional support
• Increased awareness of the organization

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Mentoring Relationship Stages
Typically the relationship unfolds across three
or four stages

• Initiation
• Protégé recognizes mentor as a competent
  individual from whom he or she would like support
  and assistance. Rapport is developed and desires
  expressed.
• Cultivation
• The mentor provides the bulk of assistance to
  accomplish the protégés specific career goals
  which increases social-emotional support for the
  protégé.
• Separation
• Protégé becomes more independent and autonomous
  though mentor is available for assistance.
  Separation may occur when there are position
  changes or when the psychosocial needs are no
  longer necessary and / or not being met.
• Redefinition
• Relationship has evolved to a more collegial
  relationship.

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Mentoring Traits

• Willingness to serve as a mentor
• Encouraging
• Supportive
• Committed
• Helpful but not authoritative
• Flexible
• Respectful
• Enthusiastic
• Diplomatic
• Patient
• Willing to share information

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Mentoring Functions
Adapted from Geiger-DuMond Boyle (1995)
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Mentoring Functions
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A Developmental Approach to Supervision Level 1
Counselor entry level
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A Developmental Approach to Supervision Level 2
Counselor
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A Developmental Approach to Supervision Level 3
Counselor
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A Developmental Approach to Supervision Supervisor
Levels - Characteristics
(David Powell, 1993)
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Assessing the Situation
Questions to Ask
What do you need? What do you desire? What do you
want from me? What are your expectations? Clarify
the agencys expectations. Supervision is not
about structures but about people their needs,
concerns, and growth.
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From the beginning the end should be in mind.
Goal Setting

• The supervisor and the supervisee should have
  goals in writing that they can agree upon,
  providing for a shared vision.
• These goals should be
• Clearly stated, attainable, specific, measurable,
  and observable outcome.
• Specific action steps to bring about the outcome.
• Specific procedures to evaluate the outcome.

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Practice
Individual Development Plan The goals should lead
to the development of a personal development plan.
Prior to developing the IDP the supervisee should
be evaluated on the core functions of their job
or functional area. This evaluation would
include their strengths and weaknesses within
those areas.
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Practice
Shadowing Co-Facilitating

• An effective teaming approach in developing an
  employee in a given area is to work alongside the
  individual in a hands on instructional capacity.
  Combining a JIBE (Job Instruction by Example)
  approach with a 10-60-90 adult learning
  principle can be a powerful tool. (Slide 4)
• Shadow provide an opportunity to
  Co-Facilitating with your employee
• What did they note?
• What did they learn?
• Give a man a fish you have fed him for today. 
  Teach a man to fish and you have fed him for a
  lifetime

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Practice
Recognize and Reward

• Small gains and major accomplishments should be
  recognized and rewarded as appropriate.
• Fish bowl drawing with vouchers or redeemable
  tickets
• Designated parking slot
• Certificate

38
The final test of a leader is that he leaves
behind him in others the conviction and the will
to carry on. Walter Lippmann
This is done by helping people grow.
The mediocre supervisor tells people what to do,
the superior supervisor demonstrates what to do,
and the great supervisor inspires people to do
what they know should be done. Which describes
you as a supervisor?
39
Resources

• TAP 21 Addiction Counseling Competencies The
  Knowledge, Skills, and Attitudes of Professional
  Practice
• TAP 21-A Competencies for Substance Abuse
  Treatment Clinical Supervisors
• Powell, David. Clinical Supervision in Alcohol
  and Drug Abuse Counseling
• Cuming, Richard G. "Coaching, Counseling and
  Mentoring How to Choose and Use the Right
  Technique to Boost Employee Performance."  
• Coaching, mentoring help retain employees.
   Strategic Finance (Dec 2007) 17
• Underhill, B. McAnnally, K., and Koriath, J.
  Executive Coaching for Results The Definitive
  Guide to Developing Organizational Leaders.
• Ensher, E. and Murphy, S. Power Mentoring
  How Successful Mentors and Protégés Get the Most
  Out of Their Relationships
• Bell, C. Managers As Mentors Building
  Partnerships for Learning
• Maxwell, J. with Dornan, J. Becoming a Person
  of Influence How to Positively Impact the Lives
  of Others