performance evaluation - attchub.orgattchub.org/csf/cstrainerguidemodule6.pdfsupervisory...

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MOduLE 6: performance evaluation

inSTruCTor’S ouTline noTeS___________________________________________________________________________

INsTRuCTIONAL METHOds

• Presentation• Casestudy• Practiceexercises• Discussion

PARTICIPANT MATERIALs

• ParticipantWorkbooks• PerformanceAssessmentRubricsfortheAddictionCounseling

Competencies(GallonandPorter,2011)• Addiction Counseling Competencies: The Knowledge, Skills and

Attitudes of Professional Practice(CSAT,2006)

TRAINING AIds

• PowerPointslides6-1through6-26oncomputerdisk• LCDprojectororoverheadprojectorandscreen• Easelpadorwhiteboard,markers,andmaskingtape

INsTRuCTIONAL REsOuRCEs

• Competencies for Substance Abuse Treatment Clinical Supervisors (CSAT,TAP21-A,2007)

• Clinical Supervision and Professional Development of the Substance Abuse Counselor(CSAT,TIP52,2009)

ROOM sET-uP

• Roundorrectangletablesforaboutsixparticipantseachtoallowfor discussion and ample space for use of participant materials and exercises

240 minutes

6-1 Module Title

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RECAP & INTROduCTION>(5minutes)

Setthecontextforthecurrentmodulebyreviewingthetopicscoveredto date: • Module1:Definition,RolesandResponsibilities• Module2:PersonalModelofSupervision• Module3:SupervisoryAlliance• Module4:ModalitiesandMethods• Module5:CounselorDevelopment

Thenintroducethemodulebyreviewingthepurposeandlearningobjectives.

PuRPOsE

reinforce performance evaluation as an essential component of clinical supervision.Reviewissuesthatpotentiallyaffectevaluationandthenpresentandpracticemethodsforassessingcounselorproficiency,providingfeedbackandstructuringsupervisoryinterviews.

LEARNING OBJECTIVEs

Participants will be able to:

1. Identifyimportanceofon-going,timely,andobjectiveperformanceevaluationtoboththesuperviseeandtheagency.

2. Listanumberofmethodsformonitoringcounselorjobperformance.3. Provideperformance-basedfeedbacktothesupervisee.4. Structuresupervisoryinterviewstobeofmostbenefittothe

superviseeandtheagency.


6-2 recap

6-3LearningObjectives

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ROLE OF PERFORMANCE EVALuATION>(5minutes)

Abriefpresentationofthepurposeofevaluationasanessentialsupervisoryresponsibility.Emphasizethatperformanceevaluationserves these functions:

1. Providesaprocessbywhichjobperformanceandprofessionaldevelopmentcanbeassessedwithinthecontextofasupportivealliancebetweensupervisorandsupervisee,

2. Linkscounselorperformancewithcriteriaandmethodsofevaluation.

3. Engagessuperviseesinaprocessofcontinuouslearninganddevelopment,and

4. Assuresstaffconformitytoagencymission,deliveryofqualityservices,andprotectionofclientsafety.

AdditionaltalkingpointsabouteachofthesethreefunctionsarepresentedintheParticipantWorkbookonpage49.

CAsE sTudY ACTIVITY>(15minutes)

Askparticipantstoreadabriefsummaryofaclinicalsituationintheworkbookonpage50.Afterreading,posethefollowingquestionsinalargegroupdiscussionformat.Notetheresponsesonaeaselpad.

Ask What are some issues of concern within the scenario?

TRAINER NOTE:Notethedifferencesinwhatparticipantsidentifyandtheassumptionsmadebasedontheminimalinformationinthecasestudy.Althoughmostparticipantswillidentifysomecommonareasofinterest;otherswillpointoutconcernsthattheywillbemorepassionateaboutcorrecting.

TRAINER NOTE:Somepossibleissuesinclude:• Doingadepressionorsuicidescreening• Needingtoestablishimmediateplansfortheinterimpriortothenext

appointment• AssuringsafetyofLauraandthechildren• Seekingimmediateconsultationwithasupervisor

6-4 role of performance evaluation

6-5 Case Study

Easelpadandmarkers

ParticipantWorkbookpp 49-50

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Ask What positive feedback could you provide the counselor?Providing

positivefeedbackencouragescounselorsandcreatesamorepositiveattitudetowardclinicalsupervision.Notehowdifficultitwouldbetoprovideaccuratefeedbackwithoutfirsthandobjectivedata.

TRAINER NOTE:Somepossiblepositivefeedback:• MeganestablishedrapportquicklywithTony• ThecounselorlistenedwellandfacilitatedTony’sdisclosureabout

hisdruguseanditsimpactonhishealth

Ask What feedback about your concerns would you give to the

counselor?

TRAINER NOTE:Feedbackcouldinclude:• Theneedtoassessforsuicidalthinking• Importanceofinquiringaboutandplanningwaystomeetclient’s

personalneedsduringthenextweek

Ask What strategy or tactic could the supervisor use to identify

alternatives for managing the situation during the interview? What could the supervisor do that might lead to an expansion of the counselor’s knowledge and skills?

TRAINER NOTE:Somepossiblestrategies:• InquireaboutMegan’sthoughtsandfeelingsduringtheinterview,• Reviewcrisismanagementprinciples,• Teachhowtoconductamentalstatusexam,and• Consultimmediatelywithasupervisor.


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REVIEW METHOds FOR MONITORING PERFORMANCE>(5minutes)

BrieflyreviewthedirectmethodsintroducedinModule4andsummarizedintheParticipantWorkbookonpage52.Remindthegroupabouttheseveralformsof:• Observation–Live,throughaone-waymirror,andaudioorvideo

recording• individual methods–Roleplay,interpersonalprocessrecall,

motivationalinterviewing• Groupstrategies–Caseconsultation,teamorpeerfeedback,and

skillpractice.

NOTE: 1. direct sources of information about job performance can be

supplemented with less direct client assessments and peer evaluations,whichcanbegatheredanonymously.Eachhasthepotentialtoprovideusefulinformationtothesupervisee,dependingonthequestionsasked.

2. Another way to assess performance is through the use of fidelity scaleswhichmeasureadherencetospecificevidence-basedpractices.Oftenboththeclinicianandthesupervisorcompleteafidelityassessmentandreviewtheresultstogether,workingtoassureasmuchconformanceaspossibletothepracticeinquestion.

3. Agencies may also have specific performance measures that willalsobeimportantinassessingcounselorabilitytoperformexpectedduties.Anannualperformanceevaluationiscommonamongagencies.Ifon-goingformativecounselorassessmentsarebeingperformedonaregularbasis,theinformationwillprovidethenecessarydatafortheannualsummativeperformanceevaluation.

6-6MethodsReview

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PERFORMANCE AssEssMENT REsOuRCEs>(10minutes)

TRAINER NOTE: Trainernextpresentstheideathatonceperformanceobservationshavebeencompleted,thesupervisorneedstoassessthedegreetowhichthecounselorisproficientindeliveringtheservicesandworkassignedbytheagency.Twohelpfulresourcesavailabletothesupervisorarethe: • PerformanceAssessmentRubricsintroducedinthelastmodule,and• Fidelitysurveysforspecificevidence-basedpractices.

Theconceptoffidelitymeasuresforspecificevidence-basedtreatmentprogramsmaybenew.Usingslides9and10highlightthatfidelityscalesaretypicallypublishedbytheauthorsofapracticeasawaytoassesswhetherthepracticeisbeingutilizedasintendedandresearched.Suchscalescanbelengthyandsomeagenciesmodifythemtomakethemmoreusefulinapracticesetting.Inaddition,agencieswhichhavedevelopedtheirownclinicalprocedureswillsometimesdevelopafidelitytooltoassessthedegreetowhichtheirstandardsarebeingmet.

Thefocusoffidelityassessmentcanbeononeormoreofthefollowing:

• Program:Addresseswhetherthestructure,procedures,androutinesare in place

• practitioner:Addresseswhetherpractitionerisdeliveringservicesconsistentwiththeprogram

• Client:Addresseswhetherclientisreceivingserviceswithintheframeworkofthepractice

Both the Rubrics and specific fidelity measures help the supervisor not onlyevaluatethecounselor’sworkbutalsoraiseissuestoconsiderindevelopingaperformanceimprovementplan.


6-7 resources

6-8 performance indicators

6-9 performance indicators

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INTEGRATIVE ACTIVITY>(30minutes)

Ask Ask participants to reconsider the limited information in Megan’s

initial assessment of Tony we reviewed earlier in this section. Based on the information available and the assumptions participants made about the counselor’s performance, ask each person to answer the questions posed in the Participant Workbook on page 50:

1. Imaginegivingthecounselorfeedbackontheassessmentinterview.Whatissuesseemmostimportantfordiscussion?

2. UsingtheRubricsdocument,readthroughtherubricsforDimensionI,ScreeningandAssessment(pp.33-41),andDimensionII,TreatmentPlanning(pp.42-49).Identifyonetothreecompetencieswhichmightbetargetedforimprovement.Noteinyourworkbookboththenumberandtheessenceofeachcompetencyyouselect.

Afterallowingsufficienttimefordiscussion,askthesmallgroupstorecordtheiranswersoneaselpadpaperandpostthemintheroom.Whenposted,askthegroupstogetoutoftheirseatsandgotoeachposteroneatatimewhilearepresentativefromeachgrouppresentstheinformationontheirposter.Discussthevarietyofissuesaddressedbyparticipantsandthedifferentcompetenciestargetedforattentionbythesmallgroups.Notethedecisionaboutwhattakesprioritymightbemadebythesupervisorordecidedincollaborationbetweenthesupervisorandcounselor.

Inconclusion,notethatidentifyingstrengthsandneedsforimprovementcompriseonesetofskills.Deliveringconstructivefeedbackisessentialinsupervisionandisatotallydifferentskillset.Thoseskillswillbeconsiderednext.

BREAk>(10minutes)


6-10IntegrativeActivity

Easelpadandmarkers

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GIVING PERFORMANCE BAsEd FEEdBACk>(80minutes)

part 1:Introducetheideathatfeedbackonjobperformanceisanessentialpartoftheevaluationprocess.ReviewthebasicconceptsandthedefinitionoffeedbackincludedintheParticipantWorkbookonpage54.ThenpresentanddemonstratethebasicstepsintheORALmodelbygivingapositivefeedbackmessagetoaco-traineror,withpermission,toatrainee.Itisimportantforthetrainertobeskillfulinusingthismodel.Youshouldpracticegivingclearandconcisefeedbackmessagespriortoteachinganddemonstratingthismaterial.(10minutes)

Hereisasampledemonstratingtheimportanceandvalueofbrevityingivingfeedback:O: You hear a colleague describe her/his workR:Iheardyoutalkaboutyourprogramandthekidsofservicesyou

provide.A: I assumed you all have really worked at putting together a great

program.L: I was really impressed and want to learn more about what you are

doing.

ParticipantsthenpartnerwithaneighborandeachoneusestheORALmodelingivingtheneighborfeedbackconcerninganobservedpositivebehaviorortrait.Afteroneminute,thepartnersswitchrolesandpracticeforanotherminute.

AskInlargegroup,brieflyprocesstheparticipant’sexperience.Ask,“Whatproblemsdidyouencounterinusingthemodel?”“Howsureareyouthatthepersonreceivingthefeedbackheardthemessageaccurately?”(5minutes)

6-11 performance Feedback

6-14Feedback

6-12Feedback

6-13Feedback

6-15Feedback

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part 2:AskavolunteerdyadfromthepreviouspracticetodemonstratetheORALmodelinfrontofthelargegroupbyreplayingoneofthemessagestheyjustsharedwithoneanother.Thetrainermayneedtocoachtheplayersinusingthemodelcorrectly.Oncethesenderhasdeliveredthemessage,askthegroupifthereceiverhearditaccurately.Illustratethatthereceiverofamessagemayormaynotunderstand,hearaccurately,orremembertheimportantelementsofthemessage.

sAY Sincewedonotknowwhatthereceiverheardorhowthemessageisbeinginterpreted,weneedtoaddthreemorestepstothemodel.

Share the additional steps in the model as illustrated in the participant Workbook.Thenaskthesamevolunteerpairtodemonstratetheimportanceofthereceiversummarizingorparaphrasingthemessageinordertobecertainthemessagewasheardaccurately.

Addthosestepstothemodelasillustratedintheworkbookonpage55.Emphasizetheimportanceofaskingtherecipienttosummarizethefeedbacks/heheard.Supervisorlistenscarefullytoallelementsofthemessage,andonlyconfirmsaccuracywhentherecipienthassummarizedallpartsofthemessage.(10minutes)


6-16Addingthreemoresteps

6-17TheWholeORALprocess

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part 3:Nowbreaktheparticipantsintogroupsofthree.Eachparticipantplaysoneofthefollowingthreerolestostarttheactivity:

1. Asupervisor,2. Asupervisee,and3. Anobserverwhoprovidesfeedbackontheuseoftheskills

Inthisexercisetheactivitywillberepeatedthreetimesforeachparticipanttoexperienceeachrole.

Thefirstpairineachtriadrole-playsahypotheticalinteractioninwhichthesupervisoristogiveasuperviseepositivefeedbackonaskill.

• First,thesupervisoraskspermissiontoprovidefeedback.• Then,thefeedbackisshared.Thesupervisordescribeswhatwas

seenorheard,assumptionsmadeaboutbehavior,anditsimpactonothersandclient(ifappropriate).

• Thesuperviseethensummarizesthemessageandiscorrecteduntilallimportantaspectsofthemessagearesummarizedaccurately.

• Finally,thesupervisorassuresthereisamutualunderstandingwiththesupervisee.

Theobservernotestheskillsusedandwhetherthemessagewasheardaccuratelyandmutuallyunderstood.ObserverscanusetheFeedbackObservationChecklistintheworkbookonpage56tostructuretheirobservations.

Whentheinteractionisfinished,thetriaddebriefs,withtheobserverandthesuperviseeeachsharingfeedbackwiththepersonwhoplayedthesupervisor.

Followingthedebriefing,rolesarechangedwithinthetriadandthenextsupervisor-superviseepairdoestheexercisewiththeobservernotingbehaviorsandprovidingfeedbacktothesupervisor.

Attheconclusionoftheexercisethetrainerfacilitatesabriefdiscussioninresponsetothesequestions:(15minutes)

• Whatisthevalueofthismodel?• Howimportantistheplayback?• Howmightthismodelimpacttherelationshipbetweensupervisor

andsupervisee?


ParticipantWorkbookpg56

6-18 practice

6-19 Discussion

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part 4:sAY Nextwearegoingtopracticegivingaconstructivemessageinasituationwherethesupervisorperceivesaneedforimprovedjobperformance.

TRAINER NOTE: Usingtheworkdoneonthecasestudythusfar,participants,intheroleofsupervisor,craftafeedbackmessagetosharewithMegan.AskthemtousethePreparingFeedbackformintheworkbookonpage57.Insharingfeedback,encourageparticipantstorefertoorusetheRubricstoidentifyanddescribethecounselor’scurrentskilllevel.

ORALmodelisonpage55oftheworkbook.Asbefore,thetrainerfirstdemonstrates.AvolunteerisselectedtoplaytheroleofMegan.Thetrainer,intheroleofsupervisor,usesthefullORALmodeltoshareafeedbackmessage.Thedemonstrationendswhenthereceiversummarizesthefeedbackaccurately.Again,itisimportantforthetrainertopreparethisdemonstrationaheadoftime,basedontheinformationinthecasestudy.(15minutes)

Afterabriefdiscussionofwhatparticipantsobservedinthedemonstration,thegroupisdividedintodyads,withnewpartners.Eachpersonwillhaveachancetopracticegivingaconstructive,change-orientedmessagetotheirpartnerwhowillbeintheroleofMegan,thecounselor.EncourageparticipantstousethefullORALmodel.

Astheroleplaysareoccurring,thetrainermonitorshowparticipantsaredoingusingthemodel.

after no more than 8-10 minutes(sufficientforbothmembersofthepairtopracticegivingasinglesupervisoryfeedback)pullthegroupbacktogetherforafinaldiscussionoftheORALmodelanditsvalueinsupervision.(15minutes)

BREAk>(10minutes)

ParticipantWorkbookpg57

6-20IntegrativePractice

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sTRuCTuRING suPERVIsORY INTERVIEWs>(70minutes)

Feedbackistypicallyprovidedinthecontextofasupervisoryinterviewinwhichthesupervisorandsuperviseecollaborateanddetermineacourseofaction,ifoneneedstobetaken.Trainernotesthatsuchinterviewscanbestructuredtoassuremaximumusefulness.

PresentamodeldefiningthepurposeandstructureofthesupervisoryinterviewasnotedintheParticipantWorkbookonpage58.Discussthefourstepsoftheinterviewstructure,includingthepurposeandmethodssupervisorscanuse.(10minutes)

Next,thetrainerdemonstratesa5-10 minutesupervisoryinterviewfollowingthestructurejustpresented.(Note:Thiscouldberecordedbeforethetrainingtakesplace.)Avolunteershouldberecruitedtoplaytheroleofthecounselor,eitheraco-traineroraparticipant.Priortotheroleplaycometoagreementontheperformanceissuesandexamplesofthecounselor’sabilitiesanddeficiencies.

DuringthedemonstrationparticipantsmakenotesontheSupervisoryInterviewObservationssheetintheworkbookonpage59.Participantsthenanalyzeandcritiquethedemonstrationbypointingouthowtheinstructorfollowedthesuggestedstructure.Usethefollowingquestionstoguidethediscussion:

Ask1. What was the impact of using the structure?2. How did the supervisee respond to feedback?3. Was an adequate understanding achieved?4. What helped bring it about?5. What happened when the issue of improved performance was

raised?

(10minutes)



6-21SupervisorInterview

6-23 Discussion

6-22SupervisorInterview

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Invitethegrouptopracticeusingthesupervisoryinterviewstructure.Startbygivingparticipantstimetodecideonaperformanceissueandtonoteonthepreparationsheetonpage60intheworkbookoneortwoexamplestociteinprovidingfeedbackduringtheinterview.

AskNext,askparticipantstodivideintopairs.Theywilleachconductasupervisoryinterviewwiththeother.Allow5-10 minutes for the first persontopractice,anduptofiveminutestohavepartnerofferanddiscussfeedback.Thenrepeatthepracticewiththeparticipantsswitchingroles.(30minutes)

Inlargegroup,processthisexercise.Helptheparticipantspickthemodelapart.Discusswhatwentwellandidentifyanydifficultiesencountered.QuestionsappearingintheParticipantWorkbookonpage61includethefollowing.Thetrainermightwanttofollow-upwithanyofthese,dependingontheavailabletime:(10minutes)

1. Howdidthesupervisordofollowingthestructure?2. Whatwastheimpactoftheagendasettingportionoftheinterview?3. Whatwastheimpactofprovidingbehavioralfeedback?4. WhatarethestrengthsandweaknessesoftheORALmodel?5. Whatwastheimpactofverifyingthatthecounselorunderstoodthe

feedbackasintended?6. Howdifficultwasittoachieveanunderstandingbetweenthe

supervisorandcounselor?7. Ifthesupervisorgotdiverted,whathappened?8. Whathappenedwhenyouraisedtheissueofimproving

performance?


6-24PreparingtoConductanInterview

6-25 practice

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MOduLE CLOsuRE

Endthismodulewithabriefsummaryoftheessentialsofperformanceevaluation:

1. Monitoringandassessingjobperformance2. Providingperformance-basedfeedback3. Assuringthatfeedbackisunderstoodanddiscussed4. Usinganinterviewstructurewhichhelpslessenanxietyandassures

thegoalsoftheinterviewaremet


6-26 performance evaluation

performance evaluation - attchub.orgattchub.org/csf/cstrainerguidemodule6.pdfsupervisory...

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