05a ed supe sup trainee supp ppt

7/25/2019 05A Ed Supe Sup Trainee Supp PPT

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Educational SupervisionEducational Supervision

Supervisor Core TrainingSupervisor Core Training

Written by: Teresita Castro-McGee Ph.D and etty !anna M.". M#T $or %ersion &.'Written by: Teresita Castro-McGee Ph.D and etty !anna M.". M#T $or %ersion &.'


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Co(petenciesCo(petencies

)no*ledge The trainee will be able to utilize factors that motivate

performance to assist staff in the improvement of jobperformance.

The trainee will be able to create a learning environment in whichthe development and maintenance of competencies, professional

judgment and sound decision making take place through clearstrengths-supervision.

The trainee will be able to understand the process of transfer of

learning and what needs to occur before, during and aftertraining.

The trainee will be able to use a variety of modalities andresources to teach staff the ongoing changes in the child welfareprofession.


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Co(petenciesCo(petencies

S+ill

The trainee is able to assess staffreadiness for learning.

The trainee will be able to apply principlesof adult learning.

The trainee will be able to assist staff totransfer knowledge and skills learnedthrough in-service training to their jobs.


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"genda"genda

Different roles of supervision

Foundations of adult learning!ndragogy v. "edagogy

"rinciples of adult learning

#ources of motivation for adult

learners $earning styles and learning plans

Transfer of learning


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, oles o$ Supervisor, oles o$ Supervisor

"d(inistrative ole"rocure resources

"rovide leadership and direction

%stablish and enforce rules and standards,policies and procedures

%stablish and maintain boundaries

!dhere to prevailing societal laws&reate and maintain a team-basedatmosphere


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Managerial ole

%stablish and maintain a communication

system

Distribute the workload

%stablish and clarify staff roles

"rotect and maintain resources

'ork within effective timeframes


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Educational ole

Teach values and belief system of agency

Teach skills

"rovide and(or support educationalprogram

Teach discipline and correction

"rovide information about agency history"rovide coaching and mentoring topromote staff development


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Service and Support)urture physical and personal well-being

*espect staff members

*esolve conflict among staff#upport all staff consistently in the waymost suited to each person

Demonstrate empathy and concern for

staff&ommunicate with staff

+ #tephen &ovey


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T*o oles o$ SupervisorT*o oles o$ Supervisor

#ill out the Sel$-"ssess(ent nventory

nstructions:

For each of the roles and corresponding

skills, please assess your strengths as youperceive them. n addition, answer theuestion/Does your culture impact yourskills in this area?, by circling Yes or Noat the far right. /Cultureis definedhowever you define it for yourself.0


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Coaching MentoringCoaching Mentoringand Trainingand Training

Find a partner. 1sing the self 2assessments, discuss the mostimportant skills that you see in

providing teaching, coaching andmentoring to staff.

Discuss the best ways that you havee3perienced them being done from

your own life e3perience and discusshow you might practice these skills indeveloping your unit staff.


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Pedagogy 0 "ndragogyPedagogy 0 "ndragogy

"edagogy 2 4reekpaid5 6 child

agogus5 6leader of

!ndragogy 2 4reek

andra5 6!dult

relatedagogus5 6leader of


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Ele(ents o$ "dult 1earningEle(ents o$ "dult 1earning!spect!spect "edagogy !ndragogy "edagogy !ndragogy

Sel$-Concept Dependent #elf-directed

#elf-motivated

E2perience 7f little worth *ich resource

eadiness 8iology(

&hronological

!pplicability

to tasks

Ti(ePerspective

"ostponedapplication

mmediateapplication


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!spect!spect "edagogy !ndragogy "edagogy !ndragogy

3rientationto learning

#ubjectcentered

"roblemcentered

Cli(ate Formalauthoritycompetition

9utualrespect(collaboration

Planning 8y teacher 9utual vianeeds

assessmentDiagnosiso$ needs

8y teacher 9utual viafeedback


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!spect "edagogy !ndragogy!spect "edagogy !ndragogy

#or(ulationo$ 3b4ectives 8y teacher 9utual vianeedsassessment

Design $ogic of subject

matter

#euenced by

application toproblems

"ctivities Transmittaltechniues

%3perientialinuiry(engagement

Evaluation 8y teacher 9utual

measurementof different

aspects


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What s 5our Teaching Style6What s 5our Teaching Style6

'hen you are teaching your staff onthe continuum between pedagogyand andragogy where are you most

comfortable:

&onsider

;our and staff


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Test ;our =nowledge of !dult$earning

>. &ircle True or False

$et


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More "dult 1earning #actsMore "dult 1earning #acts

'hat is in it $or (e:

9ake (efeel i(portant about

myself. ;ou can change people


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More "dult 1earning #actsMore "dult 1earning #acts

Trainees are learning what they aredoing7Give the( a 4ob to do.

$earners want to learn what theywant to learn when they want tolearn it. The teachable (o(entisyour best training opportunity.

Three domains of learning &ognitive,!ffective and "sychomotor


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Sources o$ Motivation $or "dultSources o$ Motivation $or "dult1earners: Maslo*8s !ierarchy1earners: Maslo*8s !ierarchy

@ #elf !ctualization Aaving purposeful work@ %steem Bob recognition(promotion /#elf(7ther0@ #ocial or 8elonging "ositive relationship with

co-workers@ #ecurity "aycheck /off probation0@ "hysical Desk, office,

Food, clothing phone, pencils #helter


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Sources o$ Motivation $orSources o$ Motivation $or"dult 1earners: !er9berg"dult 1earners: !er9berg

9ost "owerful

9otivators

Aygiene Factors

$east "owerful


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Sources o$ Motivation $orSources o$ Motivation $or"dult 1earners: !er9berg"dult 1earners: !er9berg

9otivators

!dministration#upervision

*elations with #upervisor*elations with others'orking &onditions

#ecurity(#alaryFamily $ife

$east "owerful

9ost "owerfulThe job itself

"ersonal 4rowth

!chievement

*ecognition

!dvancement

*esponsibility

Aygiene Factors


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Supervisor TeachingSupervisor Teaching

3pportunities3pportunities

Discuss in your groups all of thedifferent processes and teachable,motivational moments5 that youhave with staff to provide motivation,education, leadership, mentoring.

&hart them.


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E2a(ples o$ 3pportunitiesE2a(ples o$ 3pportunities

*egularly scheduled one-on-one supervision

1nit meetings

7pen door policy

Formal training classes

9odeling 2 you attend training, sharing when return

%valuations

%diting work, court reports

Floor supervision

Debrief when #' comes in from field(court "resent at unit meeting

"ut on &ommittees


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1earning Styles1earning Styles

! learning style is a person


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1earning Styles1earning Styles &arl 4ustav Bung was one of the most influential

modern behavioral theorists.

n >C> Bung published E"sychological TypesEwhich described four psychological functionsthinking,feeling,sensationandintuition.

Bung also classified these four types further bycalling them either introvertedor extroverted.

From this work many instruments have beendeveloped to help us understand how we prefer torelate to the world around us and to newinformation coming our way.


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Di$$erent People 1earn inDi$$erent People 1earn inDi$$erent Ways !o* We 1i+eDi$$erent Ways !o* We 1i+e

to Ta+e in n$or(ationto Ta+e in n$or(ation %isual 1earners2 4raphics, images,

memos, e-mail, evaluations, writtennotes

"uditory 1earners2 voicemail,discussions in supervision, floorsupervision, telephone

)inesthetic 1earners2 taking notes,participating in unit meetings,committees, written assignments


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)olb 1earning Style nventory)olb 1earning Style nventory

Describes the way you learn and howyou deal with ideas and day-to-daysituations. t measures the way that

you like to learn in specific settings.

Think of a situation that you arecurrently in where you are learning.

nstructions "age


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1earning Styles1earning Styles

#trategies for working with staff with otherlearning styles

Diverging 2 sensitive to people


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1et8s ;se What We )no*1et8s ;se What We )no*

different case e3amples for a new socialworker in your unit.

!s a group discuss your employee, and basedon their learning style develop a learning planfor them to develop their skills in your unit.

&onsider 'hat are the strengths of his(herlearning style and what is the best way toutilize them in your plan to make sure thatlearning happens: 'hat are the challenges of

this learning style and how do you put a plantogether that assists these areas as well:


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Trans$er o$ TrainingTrans$er o$ Training

the effective and continuingapplication, by trainees to their jobs, ofthe knowledge and skills gained in

training 2 both on and off the job58road and )ewstrom

t is estimated that !merican business andindustry annually spend up to G>HH billion

/direct and indirect costs0 on training anddevelopment? not (ore than &'


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oles in the Training Processoles in the Training Process

Transfer of$earning

8efore During !fter

Trainee

#upervisor

Trainer


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Trans$er o$ 1earningTrans$er o$ 1earning

Transfer of$earning

8efore During !fter

Trainee I J K

#upervisor > L M

Trainer C


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"re 5ou eady $or"re 5ou eady $or

So(e #ootball6So(e #ootball6 &hange or transfer occurs when

euilibrium is disrupted. !n

e3isting field of forces is changedby increasing transfer drivingforces or by decreasing transfer

restraining forces.


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"ction Plan $or Success"ction Plan $or Success

Find a partner. Think about your learning today and pick

out at least one teaching, motivating,leadership, mentoring or transfer oflearning skill that you plan to utilize whenyou get back to the office.

'rite it down. 'ith your partner e3plain the skill and the

person that you plan to work with on it.Take turns being each other

05a ed supe sup trainee supp ppt

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