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Supervision and Leadership

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Supervision and Leadership Motivating workers Alfred Kadushin, the foremost authority in social work supervision, defines supervision as: the responsibility of ... – PowerPoint PPT presentation

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Title: Supervision and Leadership


1
Supervision and Leadership
  • Motivating workers

2
(No Transcript)
3
Alfred Kadushin, the foremost authority in social
work supervision, defines supervision as
  • the responsibility of sustaining worker morale
  • helping the worker with job-related
    discouragements and discontents
  • giving workers a sense of
  • worth as professionals
  • belonging to the agency
  • security in their performance.
  • What has been your experience with a supervisor?

4
What do supervisors do?
5
Supervisors
  • Translate the policies and objectives of the
    agency into specific work duties and timelines
  • Select the jobs to be completed
  • Assign workers who will complete the jobs
  • Determine when the jobs will be completed
  • Review whether or not the work is being completed
    and up to agency standards
  • Evaluate employees

6
  • Educate workers on the goals and objectives of
    the agency
  • Assure that employees behave in a manner as
    though they accept them
  • Resolve conflict
  • between workers
  • Between the agency and workers
  • Between units within the agency
  • The supervisor is the bridge between higher
    levels of administration and the worker.

7
Supervisors
  • Introduce new workers to the agency and help new
    workers find their place
  • Act as liaison between various agencies sharing
    policy and solving problems in terms of such
    things as client referral.

8
Leadership and Power
  • What is leadership?

9
Leadership
  • The ability to influence the behavior of
    individuals or groups.
  • There are two types of overall leadership formal
    and informal.

10
Empowerment-oriented leaders
  • In empowerment-oriented practice, it is important
    that the executive director establish a vision
    for the organization.
  • The executive director must create an
    organizational culture in which staff members and
    volunteers are client-oriented and are committed
    to a set of values that supports power-sharing.
  • The executive director must have the ability to
    inspire and motivate paid as well as unpaid
    workers. In addition, they must be able to
    facilitate group-oriented decision-making
    processes.

11
Formal Leaders
  • Individuals who occupy organizational offices or
    positions which have power as part of the
    position.

12
Informal Leaders
  • Individuals who have power with an organization
    because other personal charisma or other
    characteristics but do not hold an official
    position of power.

13
What is power?
14
Power
  • The force that allows an individual the ability
    to induce another person to carry out his/her
    directives or any other value(s) she/he supports.

15
Five Kinds of Power Reward Power
  • Remunerative (money)
  • What is the response?
  • Or normative (a pat on the back).
  • What is the response?
  • BEWARE OF NORMATIVE COMPLIANCE!

16
Coercive Power
  • The threat of harm or punishment public
    humiliation.
  • What is the response?

17
Legitimate Power
  • The power that comes from holding the position.
    The source of the powers in the position (formal
    power).

18
Earned Power
  • The power that comes from earned respect.
  • What happens if you have legitimate power but no
    earned power?
  • What happens if you have earned
  • power but no legitimate power?

19
Expert Power
  • Power that comes from having special knowledge
    and/or skills.

20
Why do people want to become supervisors?
21
  • Prestige and Status
  • Increased Salaries
  • A Desire to Be a Change Agent
  • Increased Opportunity for Creativity
  • Increased Capacity to Give
  • A Desire to Control People

22
What is a good leader?
23
A good leader and supervisor
  • Fosters trust
  • Builds people rather than tears them down
  • Is supportive
  • Is consistent
  • Is caring
  • Uses time wisely
  • Is persistent to their goals
  • Is willing to compromise
  • Allows as much freedom is possible
  • Is creative.

24
What kind of supervisor will you be?
25
Issues of Supervision in the Nonprofit Human
Service Agency
  • Acceptance of the use of authority can be
    difficult. When you become a supervisor, you
    step over a boundary. You are no longer a line
    worker. You may not be loved because you will
    have to tell people to do things they may not
    like to do.

26
Quality supervision requires
  • Clear and specific worker objectives.
  • Awareness of workers needs.
  • Willingness to facilitate the step-by-step
    progression of workers.
  • A willingness to accept the diversity of workers
    including differences in viewing the role of
    working, differences in motivation, differences
    in interest and differences in cultural
    perspectives.

27
Social service organizations typically use a
number of different measures for performance
assessment including
  • Narrative assessments by supervisors using
    previously established criteria.
  • Management by objective systems in which the
    supervisor determines whether the employee has
    accomplished a predetermined set of objectives.
  • Rating scales and checklists that require the
    supervisor to make an assessment of the workers
    level of performance on a standardized scale.
  • Comparisons of an individual workers performance
    to those of other workers. For example, workers
    could be compared in terms of the number of
    successfully closed cases or the number of
    clients served on average.
  • Multirater Assessment Systems in which more that
    one evaluator directly assesses the workers
    skill or performance level.

28
Developing and Measuring Competency
  • Many organizations and professional associations
    are now evaluating performance by developing
    lists of specific skills or competencies that
    professionally trained workers should possess.
  • Efforts have also been made to create tools or
    systems of measurement to determine if workers in
    certain job categories have actually acquired
    these skills or if they need additional training

29
Worker Empowerment and Supervision
  • According to Shera and Page (1995) a critical
    aspect of empowerment-oriented social service
    organization is that supervisors promote
    positive relationships and images through the
    development of positive language, help staff
    focus on client strengths, and model appropriate
    behaviors and values to staff (p. 4). Peer
    consultation for staff members who need
    assistance with workplace issues may also be an
    effective means to provide support and
    consequently increase a sense of personal
    empowerment and autonomy (Shera Page, 1995).
  • In a study of management practices in
    empowerment-oriented organizations, Gutierrez et
    al. (1995) found that the use of peer supervision
    techniques helped build relationships and
    support, building a sense of shared philosophy
    and psychological safety among staff members.
    Workers can be organized into teams or support
    groups can be established to facilitate peer
    consultation and information exchange.

30
Mentoring
  • Another method used to provide peer support
    involves mentoring. Mentoring has been found to
    be an effective method of orienting new employees
    to the workplace and helping them to develop
    appropriate workplace skills (Dreher Ash, 1990
    Hardina Shaw, 2001).
  • Kaminski et al. (2000) studied the use of mentors
    to train workers to act as workplace advocates
    and leaders. They found that the best mentors
    repeatedly praised student performance, gave
    trainees new tasks that involved greater levels
    of responsibility, and encouraged them to develop
    their own goals and tactics for producing
    results.
  • An additional benefit of the mentoring process
    is that mentors can help marginalized employees
    (for example, women and persons of color)
    navigate difficulties in workplace culture that
    could limit their ability to secure promotions or
    become administrators (Burke McKeen, 1990
    Ragins, Townsend, Mattis, 1998).
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