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Home > Consultation and Training > Trieschman Center for Consultation & Training > Effective Supervisory Practice Competencies


Effective Supervisory Practice Competencies

Effective Supervisory Practice I

Day One

Supervisors will:
  1. Learn the underlying premises about supervision upon which the course is developed; be able to define supervision, its primary purposes and functions; and understand the meaning of common terms used by managers.

  2. Understand that behavior within organizations is often role-driven; analyze sources of stress and support; and describe the role of the middle-manager within an organizational context.

  3. Gain awareness of potential areas of conflict between self and others.

  4. Articulate short and long-term goals for the course; and develop a relationship with a peer consultant.

  5. Understand that some of the difficulties of the supervisory role are due to conflicts inherent in the position; and explore options for handling difficult supervisory situations.

  6. Understand the importance of open communication; and learn to confront others in a constructive manner.

  7. Develop an action plan based on the day's learning.
Day Two

Supervisors will:
  1. List the factors that impact the quality of the supervisory relationship; identify those factors that are protected by state or federal law; and discuss practical tips on establishing and maintaining effective supervisory relationships with an emphasis on praising employees.

  2. Understand the concept of individualizing supervision according to the needs of the worker.

  3. Articulate the positive behaviors of competent supervisors and identify personal areas of strength and areas for improvement.

  4. Appreciate the value of active listening and articulate three active listening techniques.

  5. Observe the trainer using active listening techniques in a fishbowl simulation and practice these skills in a problem-solving format.

  6. Structure the supervisory session in a more focused and effective manner.

  7. Develop action steps based on the day's learning.
Day Three

Supervisors will:
  1. Describe factors that impact team-building; list five steps for working effectively as a team; and practice team-building skills.

  2. Identify critical components in designing and conducting effective meetings and appreciate the important role staff meetings play in team-building and in managing organizations.

  3. Understand causes of stress; discuss ways to manage it more effectively both personally and with staff.

  4. Know the importance of planning in the time management process, and learn a variety of time management techniques.

  5. Develop two action plans for completion within four months following the course.

Effective Supervisory Practice II

Day One

Supervisors will:
  1. Learn one model for managing problems

  2. Describe a process for planful recruitment of potential employees; list techniques for screening candidates prior to an interview; and value the important public relations component of the hiring process.

  3. Describe the stages of the interview process; learn to maintain "control" of the interview; list tips for more effective interviewing; and identify areas of potential liability.

  4. Articulate short- and long-term goals for the course; and develop a relationship with a peer consultant.

  5. Establish procedures for the final period of pre-employment; value the importance of checking references; and list items that should be distributed during the hiring process.

  6. List areas to be addressed during the orientation period; describe a variety of methods and techniques for orienting new employees; and describe methods to determine if employees have acquired the required knowledge and skills.

  7. Develop an action plan based on the day's learning.
Day Two

Supervisors will:
  1. Describe three reasons for developing an inservice training program; articulate three principles of adult education; and list three areas to assess in a review of an agency's inservice training program.

  2. Develop learning objectives for one curriculum area; and begin to develop a workshop design.

  3. Describe the role of personnel evaluation within an organizational context; understand evaluation as part of an ongoing process of supervision; and list three areas the courts have identified as important in the design and implementation of an evaluation process.

  4. Practice writing personnel evaluations and describe promising practices and potential pitfalls.

  5. Understand the importance of following standard procedures when handling disciplinary procedures with staff; describe three procedures that could be included when using progressive discipline; and value the potential positive benefits of progressive discipline.

  6. Apply the steps of the corrective interview in a case example, role-play format.

  7. List several feelings frequently associated with staff termination; and identify activities supervisors should focus on during the termination process.

  8. Develop an action plan based on the day's learning.
Day Three

Supervisors will:
  1. Understand the critical role change plays in maintaining a healthy organization; list four reasons why employees resist change; and identify two steps to help minimize resistance to "planned change."

  2. Apply the principles of change management in a simulation of agency change.

  3. Understand that conflict is a necessary and potentially positive contributor to organizational and staff development; and list three common styles for handling conflict.

  4. Mediate a conflict between two individuals using the principles of conflict management in a role-play format.

  5. Describe typical characteristics of agency-wide crisis; list expected staff and client reactions to crisis; identify recommended administrative response to crisis at various stages; and list areas to focus attention for crisis preparedness.

  6. Apply the principles of crisis management in a simulation of an agency-wide crisis.

  7. Develop two action plans for completion within two months following the course.

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