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Clinical Supervision: Skill Building and Empowering Supervisees
Supervision continuing education MFT CEU

Section 23
Shifting the Responsibility from Supervisor to Supervisee

CEU Question 23 | CEU Test | Table of Contents | Supervision CEU Courses
Social Worker CEU, Psychologist CE, Counselor CEU, & MFT CEU

When a supervisor appeals to his boss or the human resources department for authority to take disciplinary action or terminate an employee, it's common for the response to be, "Have you done everything that you needed to do?" While it's easy to ask this question, it's rare that the HR rep or senior supervisor is able to specify exactly what it is that the supervisor is responsible for doing.

There are five-and only five-things that a supervisor is responsible for doing before he can legitimately say, "I have done everything I am responsible for doing." These five things are to clearly specify the exact gap between desired performance and the employee's actual performance, provide whatever training is available to develop the needed knowledge and skills, remove any obstacles that prevent the individual from performing properly, provide feedback so the individual knows exactly how well he or she is doing, and arrange appropriate consequences so that the person doesn't find himself punished for doing a good job or rewarded for performing poorly. For each these items I have listed below two questions to ask to be sure that management's responsibilities have been met:

Clarify expectations
o Can the individual explain exactly what is expected?
o Does the individual understand the exact gap between desired performance and actual performance?

Provide training
o Does the employee have the knowledge and skills needed to do the job?
o Has the individual received the same training as other supervisees?

Arrange appropriate consequences
o What happens to the individual:
1) when he performs properly?
2) when he does not perform properly?
o Does doing the job properly or quickly produce unpleasant consequences?

Provide feedback
o How does the individual know exactly what's expected?
o How does the employee know exactly how well or how poorly he's doing?

Remove obstacles
o Does the person receive any conflicting messages or instructions?
o Does the employee have the time, the tools, the equipment, the authority, and the support needed to do the job?

Once the supervisor has asked and answered these questions, he has done everything that he is responsible for. The burden for solving the problem now shifts to the employee. No longer will the supervisor, the night before he fires a supervisee, have to grapple with the question, "Is there anything else I could have done?'
- Grote, Dick, Discipline Without Punishment, AMACOM: New York, 2006

Personal Reflection Exercise #9
The preceding section contained information about shifting responsibility from supervisor to supervisee. Write three case study examples regarding how you might use the content of this section in your practice.

What five concepts clearly specify the exact gap between desired performance and the supervisee's actual performance? Record the letter of the correct answer the CEU Test

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Table of Contents

The article above contains foundational information. Articles below contain optional updates.
Counselor Education and Supervision: 2018 Annual Review
The authors reviewed 114 articles regarding counselor education and supervision published in professional counseling journals during 2018. The articles represented a range of methodologies, providing insight into current supervision, teaching and training, stakeholder experiences, and professional issues. Implications include a need for research regarding online teaching and learning as well as exploring supervision’s influence on counseling skill and effectiveness.
Medicare Reimbursement for Counselors: Counseling Professionals’ Advocacy Beliefs and Behavior
The authors analyzed data from 5,528 American Counseling Association members to examine advocacy beliefs and behavior regarding Medicare reimbursement and advocacy for counselors. Nearly half (49.3%) of the respondents had participated in one or more forms of Medicare reimbursement advocacy. Advocacy participation differed significantly by professional status.
Publication Patterns of Counselor Educators at Comprehensive Universities
The authors examined the publication patterns of 821 counselor educators across 174 comprehensive universities for the years 2008 through 2017. Nearly half of the sample did not have any journal article publications, and the median number of publications was 1. Several institutional variables were useful for predicting article publication counts.
School Counselor Consultation Preparation: A National Study
The authors examined trends in school counselor consultation preparation using data collected from 238 program websites, 73 program survey responses, and 57 syllabi. The results indicated an emphasis on consultation content related to theories, stakeholders, and topics, rather than experiential practice. The findings suggest a need to incorporate and assess more application‐specific consultation activities and assignments.
The Impact of Teaching Preparation Practices on Self‐Efficacy Toward Teaching
Coursework in teaching, fieldwork, and supervised teaching experiences were examined as predictors of counselor education doctoral students’ (N = 149) self‐efficacy toward teaching. Results revealed that all 3 variables related significantly to self‐efficacy toward teaching. Results suggested that students’ satisfaction with supervision of teaching was particularly important in strengthening self‐efficacy.

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