Disclosures. Promo>ng Change Through Evalua>on and Assessment. Supervision. Supervision. Anderson s Model 12/11/13

Transcription

1 Disclosures Promo>ng Change Through Evalua>on and Assessment Carol C Dudding, PhD James Madison University duddincc@jmu.edu Financial - financial support from GSHA for this presenta>on Non- Financial- former steering commiree member and current member ASHA Special Interest Division 11 Administra>on and is a process that consists of a variety of parerns of behavior, the appropriateness of which depends on the needs, competencies, expecta>ons, and philosophies of the supervisor and supervisee and the specifics of the situa>on (task, client sexng and other variables). The goals of the supervisory process are the professional growth and development of the supervisee and the supervisor, which is assumed will result ul>mately in op>mal service to clients, (Jean Anderson, 1988) Anderson s Model Anderson s Con'nuum of A con>nuum perspec>ve Vary the amount and degree of involvement Understanding Planning Stages Evalua'on- Feedback Transi'onal Self- The stage of the student clinician dictates the Clinical Educator s style Observa>on Clinical Educators not exclusively in the expert role, but focus is on the supervisory process Analysis Integra>on and Planning Styles Direct/Ac've Supervisor Supervisee Collabora've Consulta've Peer Adapted from The Supervisory Process in Speech- Language Pathology and Audiology (p.62) by J.L. Anderson, 1988, Boston: College- Hill Press/LiRle Brown and Company. Dudding, C.C. (2014) GSHA Conference 1

2 Supervisees Why do we do it? ü Graduate students ü Clinical Fellow ü SLPs ü Paraprofessionals ü Other professionals ü Others Keep in mind that requirements vary by facility/licensure/ pay source ASHA Resources Ad Hoc CommiRee Report on CF Requirements Determine accountability Document progress towards goals Demonstrate arainment of competencies Establish goals for con>nued improvement Iden>fy areas for professional development Opportunity for exchange of informa>on and ideas Best Prac>ces in Assessment Clear and explicit expecta>ons Shared from the beginning Mutually agreed upon Re- visit as needed Ongoing and not episodic Regular Demonstrated performance Assessment Forma>ve, ongoing feedback, process- oriented, collabora>ve, goal of improving performance EvaluaDon Summa>ve, assigns value and worth, overall score/ grade, preset standards, goal of gauging quality. Based on a variety of measures Encourage self- reflec>on Based on data collec>on Input from number of sources Analysis and integra>on Self- analysis Part of the process Adapted from: Sharon Jenson hrp:// (image) and Assessment of Student Learning in STEM disciplines. A Duke University Teaching IDEAS workshop presented by Ed Neal, Ph.D. Director of Faculty Development, Center for Teaching and Learning, University of North Carolina Promotes change Open discussion Goal sexng Clear and Explicit Expectations Ongoing and not episodic Based on clear conceptual framework Shared early in the process Mutually agreed upon Revisited and revised as needed At regular intervals Representa>ve of various roles and responsibili>es Dudding, C.C. (2014) GSHA Conference 2

3 Based on a variety of assessment measures v Narra>ves v Observa>ons v Ra>ng Scales v Objec>ve Feedback Encourages self- reflec>on Systema>c Part of the process May require training Within a rela>onship v Competency- based Assessment v Input from mul>ple sources View yourself as other view you hrp:// Promotes change Open discussion Joint goal sexng Alignment with vision and mission pit fall ˈpitˌfôl/ Noun plural noun: piralls a hidden or unsuspected danger or difficulty. synonyms: hazard, danger, risk, peril, difficulty, catch, snag, stumbling block, drawback, a covered pit used as a trap. Judgmental Biases Halo Error Central Tendency Leniency/Strictness Error Similar to Me Effect Contrast Effect Recency Effect Duke University Health Systems hrp://thegospelcoali>on.org/blogs/tullian/2012/09/ Judgmental Bias I think he s a bit out of his element working with preschoolers. You know, males just aren t as good with children. I guess he couldn t cut it as an audiologist. Halo Effect She is great at everything she does.don t you agree? He is an average worker. I ll give him s across the board. Tendency Dudding, C.C. (2014) GSHA Conference 3

4 Leniency/Strictness Similar to Me Effect I don t believe in giving A s. The last student to get an A from me was, hmmm, lets see Contrast Effect Recency Effect Cultural, genera>onal and personality factors to consider Consider View of authority Language/communica>on differences Power/status differen>als Cultural tradi>ons/dress/appearance Understand your cultural competency Follow best prac>ces Ethical and Legal Considera>ons Ethical and legal considera>ons Equal Employment Opportunity Commission EEOCC (1) are job related and u>lize behavior- oriented, rather than trait- oriented, criteria; (2) use tests, measurements, scales, feedback, and other evalua>on tools derived from an analysis of each individual job; (3) not reflect a bias based on race, color, sex, religion, age, or na>onality; and (4) be conducted by persons that have dis>nct knowledge of the posi>on. State and local licensure laws ASHA CODE OF ETHICS Accreditation agencies Third party payers (Medicaid and CMS) v On- going wriren journals, anecdotal notes v Observa>onal data v Evalua>ve ra>ng scales v Copies of supervisor notes on lesson plans or on observa>on feedback notes v Drays of wriren materials v Records of conferences and other interac>ons Documenta>on is key Read more: Performance Appraisal and Standards - benefits hrp:// Pro/ Performance- Appraisal- and- Standards.html#ixzz1LJzx9cEg v In specific circumstances, a contract may be necessary Dudding, C.C. (2014) GSHA Conference 4

5 7 Best Prac>ces for Performance Measurement [supervision] 1. Keep it simple The essence of profound insight is simplicity. Focus on the cri>cal few. 2. Measure the right things Measures that tell how we are doing, not what we are doing. Demonstrate outcomes that customers care about. 3. Engage the workforce Increase par>cipa>on in strategic planning. Engage the workforce about performance and improvement. 4. Everything must connect Goal alignment throughout the enterprise. Connect inputs, processes, and outputs with outcomes.. Process- centric vs. func'onal view Breakdown func>onal silos and promote shared ownership. 6. Extract meaning from measures Use performance measures as a diagnos>c tool. Train managers to ask the right ques>ons of the data. 7. Ins'tu'onalize the performance ini'a've throughout the enterprise Create a common structure for consistency in performance assessment. Integrate budge>ng, opera>ons, and incen>ve processes with the performance ini>a>ve. hrp://projectmanagementonline.blogspot.com/2010/04/seven- best- prac>ces- for- performance.html Dudding, C.C. (2014) GSHA Conference