The Supervisor’s Guidebook 2nd Edition by Dennis H. Reid, ISBN-13: 978-0398093600

Description

The Supervisor’s Guidebook: Evidence-Based Strategies for Promoting Work Quality and Enjoyment Among Human Service Staff 2nd Edition by Dennis H. Reid, ISBN-13: 978-0398093600

[PDF eBook eTextbook]

• Publisher: ‎ Charles C Thomas Pub Ltd; 2nd edition (March 10, 2021)
• Language: ‎ English
• 340 pages
• ISBN-10: ‎ 0398093601
• ISBN-13: ‎ 978-0398093600

This guidebook will show how supervisors can ensure support staff to deliver quality services for people with disabilities whose quality of life is heavily dependent on how well those services are provided. Supervisors must ensure staff receive necessary training in their job duties, are actively supported to stay motivated to work proficiently and, at times, effectively assisted to improve their work performance. Supervisors have to overcome many challenges to fulfill these critical duties, often involving frequent changes in their staff work force and varying or limited resources. Complicating the job of staff supervisors is a lack of formal training necessary to perform their supervisory duties effectively. When supervisors do receive training in how to supervise staff work performance, the training is not always very useful. The training is frequently too general to equip supervisors with knowledge and skills to affect staff work performance on a routine basis. The training also is commonly based on unproven means of promoting quality staff performance, stemming from current fads or ideology that has little if any hard evidence to support the training content. Over the last five decades, a technology for supervising staff work performance in the human services has been evolving, derived from applied research conducted in many human service agencies. However, most supervisors have not had opportunities to become aware of these evidencebased means of fulfilling their supervisory duties. The purpose of The Supervisors Guidebook is to describe the existing evidencebased approach to supervision. Description of the approach is supplemented with practical suggestions based on the authors combined experience encompassing over 100 years of supervising staff performance in the human services. The intent is to provide supervisors with detailed information about tried and tested means of promoting diligent and proficient staff performance and to do so in a way that maximizes staff enjoyment with their work.

Table of Contents:

THE SUPERVISOR’S GUIDEBOOK

ABOUT THE AUTHORS

PREFACE

ACKNOWLEDGMENTS

CONTENTS

Section I INTRODUCTION TO SUPERVISION

Chapter 1 THE IMPORTANCE OF SUPERVISION

WHAT IS SUPERVISION?

SUCCESSFUL SUPERVISION INVOLVES PROMOTING STAFF WORK ENJOYMENT

EVIDENCE-BASED SUPERVISION

PURPOSE OF THE SUPERVISOR’S GUIDEBOOK

INTENDED AUDIENCE OF THE SUPERVISOR’S GUIDEBOOK

ORGANIZATION OF THE SUPERVISOR’S GUIDEBOOK

CHAPTER SUMMARY: KEY POINTS

Chapter 2 AN EVIDENCE-BASED PROTOCOL FOR SUPERVISING STAFF PERFORMANCE

STEPS CONSTITUTING AN EVIDENCE-BASED APPROACH TO SUPERVISION

Step 1: Identify Client Outcomes

Step 2: Specify Staff Performance

Step 3: Train Work Skills to Staff

Step 4: Monitor Staff Performance

Step 5: Support Proficient Staff Performance

Step 6: Correct Nonproficient Staff Performance

Step 7: Evaluate Staff Performance

IMPLEMENTING STEPS OF THE SUPERVISORY PROTOCOL IN WAYS TO ENHANCE WORK ENJOYMENT

A PRACTICAL CONCERN WITH EVIDENCE-BASED SUPERVISION

CHAPTER SUMMARY: KEY POINTS

Section II CRITICAL SUPERVISORY SKILLS

Chapter 3 SPECIFYING STAFF WORK RESPONSIBILITIES

THREE CRITERIA FOR SPECIFYING STAFF PERFORMANCE RESPONSIBILITIES

Criterion 1: Performance Responsibilities Must be Described in Terms of Staff Work Behavior

Criterion 2: Performance Responsibilities Must be Described in Terms of Work Behavior That Can be Di

Criterion 3: Performance Responsibilities Must be Specified as Observable Work Behavior Such That Pe

STRATEGIES FOR SPECIFYING PERFORMANCE RESPONSIBILITIES

Performance Checklists

Work Activity Schedules

SPECIFYING PERFORMANCE RESPONSIBILITIES IN WAYS ACCEPTABLE TO STAFF

CHAPTER SUMMARY: KEY POINTS

Chapter 4 TRAINING WORK SKILLS TO STAFF

BASIC GOALS OF STAFF TRAINING

BEHAVIORAL SKILLS TRAINING

Training Step 1: Describe Target Skills to be Trained

Training Step 2: Provide A Written Summary of the Target Skills

Training Step 3: Demonstrate How to Perform the Target Skills

Training Step 4: Trainee Practice with Supervisor Feedback

Training Step 5: Repeat Step 4 Until Staff Perform The Target Skills Proficiently

TWO MAIN FORMATS FOR TRAINING STAFF

Training Staff in a Group

Training Staff Individually

GENERAL CONSIDERATIONS WHEN CONDUCTING BEHAVIORAL SKILLS TRAINING WITH STAFF

Reducing Time and Effort to Conduct Behavioral Skills Training

Ensure Staff Competence During Role-Play Activities.

Use of Media-Based Training.

Pyramidal Training.

Making Training Acceptable to Staff

A QUALIFICATION WITH STAFF TRAINING

CHAPTER SUMMARY: KEY POINTS

Chapter 5 MONITORING STAFF PERFORMANCE

FORMAL MONITORING

INFORMAL MONITORING

SPECIAL CONSIDERATIONS WITH MONITORING

Staff Reactivity to Monitoring

Overt Versus Covert Monitoring

PROMOTING STAFF ACCEPTANCE OF PERFORMANCE MONITORING BY A SUPERVISOR

Follow Specific Guidelines When Formally Monitoring Staff Performance

Use a Participative Approach When Developing a Formal Monitoring System

Ensure Personnel Who Observe for Supervisors Monitor in a Way Acceptable to Staff

CHAPTER SUMMARY: KEY POINTS

Chapter 6 SUPPORTING PROFICIENT WORK PERFORMANCE: POSITIVE FEEDBACK

THE POWER OF POSITIVE FEEDBACK

AN EVIDENCE-BASED PROTOCOL FOR PROVIDING FEEDBACK

Step 1: Begin Feedback with A Positive or Empathetic Statement

Step 2: Specify What Staff Performed Correctly

Step 3: Specify What Staff Performed Incorrectly, If Applicable

Step 4: Specify What Needs to be Done to Correct the Behavior Identified in Step 3

Step 5: Solicit Questions About the Information Provided

Step 6: Inform Staff About Subsequent Supervisory Actions

Step 7: End Feedback Session with a Positive or Empathetic Statement

SPECIAL CONSIDERATIONS WHEN USING THE EVIDENCE-BASED FEEDBACK PROTOCOL

Feedback as a Unique Skill

Providing Feedback in Difficult Situations with Staff

Feedback Must Be Sincere

Maintaining Privacy with Feedback

A Reported Concern with the Feedback Protocol

DIFFERENT WAYS OF PROVIDING FEEDBACK

Informal Feedback

Written Feedback

Advantages of Written Feedback.

Disadvantages of Written Feedback.

Special Considerations with Providing Written Feedback.

Individual Versus Group Feedback

Publicly Posted Feedback

Immediate Versus Delayed Feedback

Outcome-Based Feedback

Provide Feedback in Multiple Ways

CHAPTER SUMMARY: KEY POINTS

Chapter 7 SUPPORTING PROFICIENT WORK PERFORMANCE: SPECIAL RECOGNITION PROCEDURES

SPECIAL RECOGNITION AWARDS

Peer Awards

Formal Staff Appreciation Events

Performance Lotteries

SPECIAL RECOGNITION ACTIONS

Special Recognition Meetings

Taking Home the Goods

Receiving the Goods at Home

Saying Good Things Behind the Back

Stand-up Supervision

Relief of Duty

USING MONEY FOR SPECIAL RECOGNITION

CHAPTER SUMMARY: KEY POINTS

Chapter 8 CORRECTING NONPROFICIENT WORK PERFORMANCE

PREREQUISITES FOR CORRECTIVE SUPERVISION

A SERIOUS MISCONCEPTION ABOUT HOW TO CORRECT NONPROFICIENT PERFORMANCE

COMMON REASONS FOR NONPROFICIENT STAFF PERFORMANCE AND SUPERVISOR CORRECTIVE ACTIONS

Lack of Skills to Perform Job Duties

Lack of Resources to Perform Job Duties

Incapability of Performing Duties

Lack of Motivation

Providing Feedback to Overcome Insufficient Work Motivation.

Disciplinary Action for Improving Nonproficient Staff Performance Due to Lack of Motivation.

PERFORMANCE PROBLEMS DUE TO REASONS OUTSIDE OF THE WORK PLACE

CHAPTER SUMMARY: KEY POINTS

Chapter 9 PROMOTING STAFF WORK ENJOYMENT: MAKING DISLIKED WORK TASKS MORE ENJOYABLE TO PERFORM

GENERAL CONSIDERATIONS FOR MAKING WORK TASKS MORE ENJOYABLE FOR STAFF TO PERFORM

AN EVIDENCE-BASED APPROACH FOR MAKING DISLIKED WORK TASKS MORE ENJOYABLE TO PERFORM: TEMP

TEMP Step 1: Identify Reasons Staff Dislike Performing a Work Task

TEMP Step 2: Identify Potential Ways to Alter the Work Task

TEMP Step 3: Make as Many Identified Task Changes as Possible

TEMP Step 4: Meet Again with Staff to Review Actions and Determine Additional Actions

AN EXAMPLE OF HOW TEMP HAS BEEN USED TO MAKE A DISLIKED WORK TASK MORE ENJOYABLE TO PERFORM

SPECIAL CONSIDERATIONS FOR ADDRESSING HIGHLY DISLIKED WORK TASKS

Work-Task Dislike Due to Characteristics of Individual Clients

Focus on Most Disliked Work Tasks

Disliked Work Tasks That Cannot be Changed

CHAPTER SUMMARY: KEY POINTS

Section III RESOLVING COMMON PERFORMANCE PROBLEMS

Chapter 10 RESOLVING COMMON PERFORMANCE PROBLEMS: OVERVIEW

THE BASIC PREMISE OF SUPERVISOR ACCOUNTABILITY

SUPERVISING IN DIFFICULT SITUATIONS

Maintain Frequent Communication with Staff

Stay Focused on Actively Supervising Staff Performance

Supervisor Self-Motivation

Establish a Work Goal.

Achieve the Goal.

Reinforce the Accomplishment.

CHAPTER SUMMARY: KEY POINTS

Chapter 11 REDUCING ABSENTEEISM

REASONS FOR FREQUENT ABSENTEEISM

SPECIFYING ACCEPTABLE AND UNACCEPTABLE ABSENTEEISM

High-Frequency Absenteeism

Predictable Absenteeism

Extended Duration Absenteeism

ABSENTEE-REDUCTION STRATEGIES

Supporting Acceptable Work Attendance and Correcting Unacceptable Absenteeism

Preventing Absentee Problems: Promoting Work Enjoyment as Part of Supervision.

Group-Contingency Strategies.

Absentee-Reduction Strategies with Individual Staff.

TWO FINAL CONSIDERATIONS FOR REDUCING ABSENTEEISM

The Importance of Flexibility with Absentee-Reduction Strategies

Attending to Planned and Unplanned Absences

CHAPTER SUMMARY: KEY POINTS

Chapter 12 RESOLVING PROBLEMS WITH STAFF PROVISION OF CLIENT-TEACHING SERVICES

IMPROVING FORMAL TEACHING SERVICES

Improving Staff Proficiency in ConductingFormal Teaching Procedures

Training Staff to Teach.

Maintaining Staff Proficiency in Providing Formal Teaching Services Following Training.

Ensuring Staff Conduct Formal Teaching as Often as Expected

Motivating Staff to Conduct Teaching Sessions.

PROMOTING NATURALISTIC TEACHING DURING ROUTINE ACTIVITIES

Training Staff How to Teach During Routine Client Activities

Ensuring Staff Perform Naturalistic Teaching After Receiving Training

SPECIAL CONSIDERATIONS FOR OVERCOMING PERFORMANCE PROBLEMS WITH TEACHING SERVICES

Resolving Problems with Data Collection and Documentation

Problematic Issues with Treatment Services for Challenging Behavior

CHAPTER SUMMARY: KEY POINTS

Chapter 13 REDUCING FREQUENT NONWORK BEHAVIOR

SPECIAL CONSIDERATIONS IN APPLYING CERTAIN STEPS OF EVIDENCE-BASED SUPERVISION TO REDUCE NONWORK BEH

Specifying Performance Expectations with Activity Schedules

The Critical Role of Supervisor Monitoring in Preventing and Decreasing Nonwork Behavior

Focusing Positive Feedback on Desired Work Behavior

GENERAL CONSIDERATIONS FOR REDUCING FREQUENT NONWORK BEHAVIOR

Reasonable Goals for Nonwork Behavior

Supervisor Flexibility in Addressing Nonwork Behavior in Certain Situations

Nonwork Behavior Following Challenging Situations.

Consideration of Staff Break Times.

Consideration of Exceptions to Typically Diligent Work.

Reducing Subtle Types of Frequent Nonwork Behavior

CHAPTER SUMMARY: KEY POINTS

Section IV SUPERVISING FROM A DISTANCE (TELEHEALTH)

Chapter 14 SUPERVISING FROM A DISTANCE WITH TELEHEALTH

SUPERVISION VIA TELEHEALTH: AN OVERVIEW

Ways of Providing Supervision via Telehealth

Required Resources for Providing Supervision via Telehealth

Skills for Supervising with Telehealth

Ethical Requirements for Using Telehealth

TELEHEALTH SPECIFICALLY FOR IMPLEMENTING EVIDENCE-BASED SUPERVISORY PROCEDURES FROM A DISTANCE

Training Staff Through Telehealth

Monitoring Staff Performance Through Telehealth

Logistical and Technical Issues with Distance Monitoring.

Effectiveness Issues with Distance Monitoring.

Staff Acceptability Issues with Distance Monitoring.

Supporting Staff Performance Through Telehealth

Correcting Staff Performance Through Telehealth

CHAPTER SUMMARY: KEY POINTS

Section V SELECTED READINGS

SELECTED READINGS

TRAINING STAFF TO TEACH PEOPLE WITH INTELLECTUAL AND DEVELOPMENTAL DISABILITIES

TRAINING OTHER WORK SKILLS TO STAFF

IMPROVING AND MAINTAINING ONGOING AREAS OF STAFF PERFORMANCE (VARYING JOB DUTIES)

PROMOTING SUPPORTIVE SOCIAL INTERACTIONS WITH CLIENTS

PROMOTING TREATMENT SERVICES SPECIFIC TO GROUPS OF CLIENTS

PROMOTING QUALITY PERSONAL CARE AND SUPPORT FOR CLIENTS

PROMOTING QUALITY DATA COLLECTION AND RECORDKEEPING BY STAFF

PREVENTING AND REDUCING ABSENTEEISM

PROMOTING WORK ENJOYMENT

DISTANCE SUPERVISION THROUGH TELEHEALTH

REVIEW AND DISCUSSION PAPERS RELATED TO EVIDENCE-BASED SUPERVISION

BOOKS RELATED TO EVIDENCE-BASED SUPERVISION

TRAINING CURRICULA FOR SUPERVISORS

INDEX

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