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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 Lippm

. . . . What the Literature Says. Top five ways to retain high-potential employeesSelecting them more carefullyProviding better trainingCoachingBetter compensation and benefitsImproved orientation and assimilation programs* Mentoring and flexible work schedules also rank highTop five ways

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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 Lippm

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    3. According to a recent survey by Clear- Rock, an outplacement and executive coaching firm, Boston, MA. In addition to supervision being an expectation for those in leadership, these rankings further emphasize why it is vital to turn over within the organization. According to a recent survey by Clear- Rock, an outplacement and executive coaching firm, Boston, MA. In addition to supervision being an expectation for those in leadership, these rankings further emphasize why it is vital to turn over within the organization.

    4. You save more money by supervising, coaching, and mentoring than by contributing to an environment that expects high turn over. You save more money by supervising, coaching, and mentoring than by contributing to an environment that expects high turn over.

    5. Employee Development through coaching, mentoring, and counseling: A multidimensional approach. Robert L. Minter & Edward G. Thomas. Review of Business 21.1 (Spring-Summer 2000): pg 43Employee Development through coaching, mentoring, and counseling: A multidimensional approach. Robert L. Minter & Edward G. Thomas. Review of Business 21.1 (Spring-Summer 2000): pg 43

    7. (brainstorm these with the big post it sheets) (brainstorm these with the big post it sheets)

    11. Adapted from Hendricks, W. ed. The Manager’s Role as Coach. Shawnee Mission, KS: National Press Publications, 1994, 2-15.Adapted from Hendricks, W. ed. The Manager’s Role as Coach. Shawnee Mission, KS: National Press Publications, 1994, 2-15.

    13. Daresh, J.C. (1989). Supervision as a proactive process. White Plains, NY: Longman. Kadushin, A. (1985). Supervision in social work (2nd ed.). New York: Columbia University Press. Daresh, J.C. (1989). Supervision as a proactive process. White Plains, NY: Longman. Kadushin, A. (1985). Supervision in social work (2nd ed.). New York: Columbia University Press.

    14. Sergiovanni, T.J. (1991). The principalship: A reflective practice perspective (2nd ed.). Needham, MA: Allyn & Bacon.Sergiovanni, T.J. (1991). The principalship: A reflective practice perspective (2nd ed.). Needham, MA: Allyn & Bacon.

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    23. An Evaluation of Formal Mentoring Studies and a Model for their Improvement; American Journal of Evaluation, Vol. 17, No. 1, 43-56 (1996) (Henry, Stockdale, Hall & Deniston) An Evaluation of Formal Mentoring Studies and a Model for their Improvement; American Journal of Evaluation, Vol. 17, No. 1, 43-56 (1996)(Henry, Stockdale, Hall & Deniston)

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    27. Geiger-Dumond, A.H. & Boyle, S.K. (1995) Mentoring: a practitioner's guide. Training and Development, 49(3), 51-4. Geiger-Dumond, A.H. & Boyle, S.K. (1995) Mentoring: a practitioner's guide. Training and Development, 49(3), 51-4.

    29. Can be thought of professionally as a child – dependent, curious, innocent, uninhibited, egocentric, enthusiastic, easily frustrated, demanding of attention. Learning style should be assess either formally or informally. Auditory, visual, tactile, kinesthetic or Active vs. vicarious – learn by doing or by osmosis Locus of control – can they process information and draw conclusions inductively or one with external locus of control who needs more direct feedback and guidance Oral vs written processors – is the counselor an oral processor who benefits most from discussions or a written processor who can make good use of reading materials.Can be thought of professionally as a child – dependent, curious, innocent, uninhibited, egocentric, enthusiastic, easily frustrated, demanding of attention. Learning style should be assess either formally or informally. Auditory, visual, tactile, kinesthetic or Active vs. vicarious – learn by doing or by osmosis Locus of control – can they process information and draw conclusions inductively or one with external locus of control who needs more direct feedback and guidance Oral vs written processors – is the counselor an oral processor who benefits most from discussions or a written processor who can make good use of reading materials.

    30. Professionally has entered their adolescence phase.Professionally has entered their adolescence phase.

    31. The mature professional Would serve as a good informal or formal mentor to other counselors Just as there are levels of counselors, there are also levels of supervisors, which I’ve provided as a reference for you in the next slide.The mature professional Would serve as a good informal or formal mentor to other counselors Just as there are levels of counselors, there are also levels of supervisors, which I’ve provided as a reference for you in the next slide.

    32. Level 1 supervisors are characterized by anxiety and naivete. They aim to say the right things, to have the right answers, to supervise by cookbook. Level 2 supervisors have realized the great adventures of leadership aren’t all they’re cracked up to be and their pay, long hours, and added responsibilities continually reinforce this. This supervisors will either grow up (so to speak) or get out, so they don’t stay in this level long. To thine own self, be true – which one are you? Level 1 supervisors are characterized by anxiety and naivete. They aim to say the right things, to have the right answers, to supervise by cookbook. Level 2 supervisors have realized the great adventures of leadership aren’t all they’re cracked up to be and their pay, long hours, and added responsibilities continually reinforce this. This supervisors will either grow up (so to speak) or get out, so they don’t stay in this level long. To thine own self, be true – which one are you?

    33. Individualize methods of supervision to match the needs of novices and experienced practitioners. Identify the motivations of those you supervise and tap into them. Individualize methods of supervision to match the needs of novices and experienced practitioners. Identify the motivations of those you supervise and tap into them.

    35. This is an example of a plan of action that will help lead and direct aspects of clinical supervision. You may utilize a variety of assessments to look at an employees work related strengths. Twelve Core Functions: screening, assessment, orientation, intake, counseling, treatment planning, crisis intervention, client education, referral, report & record keeping, consultation with other professionals, case management. For every 20 hours of direct client contact, a counselor should receive 1 hour of clinical supervision. This rule holds regardless of the counselor’s length of service or professional standing, although more experience clinicians will often receive peer or collegial supervision. The time can be spent in individual and / or small group supervision. However, do not allow group staffings to be the only mechanism where supervision is formally provided.This is an example of a plan of action that will help lead and direct aspects of clinical supervision. You may utilize a variety of assessments to look at an employees work related strengths. Twelve Core Functions: screening, assessment, orientation, intake, counseling, treatment planning, crisis intervention, client education, referral, report & record keeping, consultation with other professionals, case management. For every 20 hours of direct client contact, a counselor should receive 1 hour of clinical supervision. This rule holds regardless of the counselor’s length of service or professional standing, although more experience clinicians will often receive peer or collegial supervision. The time can be spent in individual and / or small group supervision. However, do not allow group staffings to be the only mechanism where supervision is formally provided.

    36. The supervisor will need to spend time observing (shadowing) the counselor in action – at a minimum 1 – 1.5 hours per week observing each counselor who will present at supervision. Remember if you effectively combine these practice options you should yield a 90% return according to the 10-60-90 ruleThe supervisor will need to spend time observing (shadowing) the counselor in action – at a minimum 1 – 1.5 hours per week observing each counselor who will present at supervision. Remember if you effectively combine these practice options you should yield a 90% return according to the 10-60-90 rule

    38. I’d like to close with the same thoughts we opened with and challenge you to become a GREAT supervisor.I’d like to close with the same thoughts we opened with and challenge you to become a GREAT supervisor.

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