An Inclusive Model of Supervision: Modeling the Way

Transcription

1 An Inclusive Model of Supervision: Modeling the Way Matthew R. Shupp, Assistant Professor, Shippensburg University Amy B. Wilson, Assistant Professor, Buffalo State College Carmen M. McCallum, Assistant Professor, Eastern Michigan University Monday, March 5, 2018

2 Goals for the Session Introduce the Inclusive Supervision Model for Student Affairs Assess current inclusive supervision practices using the Inclusive Supervision Inventory for Student Affairs Identify ways in which to enhance inclusive supervision practices

3 Introductions Who are we? Why inclusive supervision? What are your interests in the topic?

4 Theoretical Background Supervision in Student Affairs Developmental supervision (Stock-Ward & Javorek, 2003); Synergistic supervision (Winston & Creamer, 1998) Multicultural Competence Awareness, knowledge and skills (Pope, Reynolds, & Mueller, 2004) Multicultural Supervision Culturally responsive supervision in counseling field results in increased satisfaction of staff (Fukuyama, 1994; Helms & Cook, 1999; Lawless, Gale, & Bacigalupe, 2001)

5 Overview of our Research Qualitative Portion: Do you view your supervisor as multiculturally competent? What do they do that demonstrates this competence? Developed themes and initial model Quantitative Portion: Used data from interviews to construct action items for instrument Validated instrument which resulted in final model and self-assessment inventory.

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7 Creating Safe Spaces Creation of environments where individuals are comfortable being themselves, where all are able to freely express their identities and voices, and difficult and challenging conversations are welcomed.

8 Supervisor Vulnerability Willingness and ability to admit to lack of knowledge, mistakes, and demonstrating an openness to feedback.

9 Building Capacity in Others Intentionally developing the multicultural competence of others in informal and formal ways. Modeling, empowering and navigating Professional development, training, and performance evaluations

10 Cultivating the Whole-Self An individual approach to supervision that recognizes an individual s identity, culture, hobbies, personal obligations and values and how those may intersect with one s professional self.

11 Barriers to Inclusive Supervision Fear of vulnerability A lack of trust A lack of authenticity A lack of self-awareness

12 Inclusive Supervision Inventory for Student Affairs (ISISA) Self-assessment tool for understanding your strengths related to Inclusive Supervision. Assuming you are in a supervisory capacity/role, complete the inventory reflecting on how frequently you engage in the stated behaviors.

13 Scoring the ISISA Your overall score and what does it mean? Rarely engages in Inclusive Supervision practices Sometimes engages in Inclusive Supervision practices Often engages in Inclusive Supervision practices Actively engages in Inclusive Supervision practices What can you learn from your subscale scores? What components of Inclusive Supervision are your strongest? What components might you spend more time developing?

14 Becoming a more Inclusive Supervisor Creating Safe Spaces Solicit and openly welcome feedback on your supervisory skills Make an effort to accommodate different learning and personality styles Demonstrate care for staff wellbeing Help staff navigate organizational and institutional culture

15 Becoming a more Inclusive Supervisor Supervisor Vulnerability Seek out new opportunities to enhance your own knowledge on issues of diversity Openly acknowledge mistakes or the limits of your knowledge or experience Seek constructive feedback Demonstrate humility and an openness to change

16 Becoming a more Inclusive Supervisor Capacity Building in Others Encourage and promote the development of multicultural competence through PD, training, or informal conversations Model a lived philosophy of inclusion in your daily interactions, hiring practices, and operations Challenge your staff to see areas of privilege or opportunities for inclusion

17 Becoming a more Inclusive Supervisor Cultivating the Whole Self Demonstrate a willingness to learn about the unique identities of your supervisees Recognize, acknowledge, and celebrate aspects of individuals identities in the workplace (as welcomed by those staff) Provide opportunities for staff to share/discuss their identities

18 Concluding Thoughts Supervisor s role is increasingly important in the retention of staff Continual self-reflection on supervisory practices is necessary Adopting an inclusive model or approach to supervision may enhance perceived effectiveness

19 Questions & Comments Amy B. Wilson, Ph.D. Assistant Professor Higher Education Administration SUNY Buffalo State, Matthew R. Shupp, Ed.D. Assistant Professor Department of Counseling & College Student Personnel Shippensburg University of PA

20 Thank you for joining us today! Please remember to complete your online evaluation following the conference. See you in Los Angeles in 2019!

21 References Fukuyama, M. A. (1994). Critical incidents in multicultural counseling supervision: A phenomenological approach to supervision research. Counselor Education and Supervision, 34, Helms J. E., & Cook, D. A. (1999). Using race and culture in counseling and psychotherapy: Theory and process. Boston: Allyn & Bacon. Lawless, J. J., Gale, J. E., & Bacigalupe, G. (2001). The discourse of race and culture in family therapy supervision: A conversation analysis. Contemporary Family Therapy, 23, Pope, R.L., Reynolds, A. L., & Mueller, J. A. (2004). Multicultural competence in student affairs. San Francisco, CA: Jossey-Bass. Stock-Ward, S. R. & Javorek, M. E. (2003). Applying theory to practice: Supervision in student affairs. NASPA Journal, 40(3), Winston, R. B., Jr., & Creamer, D. G. (1997). Improving staffing practices in student affairs. San Francisco: Jossey-Bass.