1. Transitioning from Pervious Position to Supervisor New Jersey’s Professional Center Training Academy

2. Transitioning… Moving from pervious position to supervisor means… Losing a competent worker to gain an incompetent supervisor

3. Transitioning… ExperienceCredibility Transitioning requires adapting existing: knowledge skills behaviors

4. Shift in Responsibilities  Diagnosis of the client problem  Helping clients  Passenger  Individual justice  Active participant  Indirect leadership  Diagnosis of the employee problem  Helping workers  Driver  Group justice  Passive facilitator  Directing of workers

5. Role Transition…Positive Aspects  You have direct knowledge of the individual workers  You have some idea of how the unit is viewed within the agency and the community  You’ve (probably) thought about how to handle certain situations  You’ve (probably) thought about what should stay and what should change  You know the practices and policies

6. Common Issues Affecting the Transition  Being caught in the middle between workers and the agency  Age and work experience  Discomfort with getting results through others  Current climate and culture of the unit  High visibility  Working with other supervisors  Working test period  Power and authority

7. Being Caught in the Middle  The job is to handle complaints, resolve grievances, impose discipline  Balance agency demands with human demands… Agency demands of supervisors:  …high quality work, being a team player, follow policy and reporting requirements Supervisors demand from workers:  …compliance, information, communication

8. Identify the Needs of Management  Learn or clarify your manager’s expectations  Identify important information the manager needs on a regular basis  Establish a structure for the meeting  Know the manager’s assessment of your unit strengths and needs  Specify and clarify immediate initiatives  Identify sources of managerial support

9. Age and Work Experience  REQUIRES: Acknowledgment of the differences Respect for the experience Interest in his or her point of view Active utilization of their know-how Recognition of a “generation gap” or “cultural lag”  Inexperienced supervisor + Inexperienced supervisees = ???

10. Getting Results through Others Tips for Creating Mutual Respect  Value and communicate acceptance of each staff person as an individual  Focus on the strengths the caseworker brings to the job  Do not impose personal thoughts and values  Communicate with each caseworker on a truly personal and individual basis

11. Adapted from University of Michigan School of Social Work Training Program for Child Welfare Supervisors Levels of Worker Competency STAGEROLE OF SUPERVISORACTIONS Novice 0-12 months Instructor/Teacher (Center of Attention) Tell Demonstrate Beginner 12-18 months Coach (Model Appropriate Behavior/Practice) Advise Prioritize Set Standards Skilled 18-36 months Facilitator (Focus on Skill Refinement) Provides Feedback Continuously Competent Consultant/Mentor (Be There for the Worker & Looking to the Future) Fosters High Level of Trust

12. The “Good” Supervisor  Establishes full and reciprocal communication  Projects attitude of confidence and trust leading to autonomy and discretion  Problem solver based on consensus and cooperation  Values consultative- leadership rather than subordinate-superior  Displays technical and interpersonal competence  Integrates agency and workers needs  Provides psychological safety (accepting, warm, empathetic, respectful, supportive, flexible)  Comfortable with, and implements authority and power (fairness and accountability)  Provides structured procedures and constructive feedback  Balances need for stability with need to change  Communicates effectively up and down  Represents workers and agency effectively

13. The “Good” Supervisor…cont’d  Physically available and psychologically approachable  Unobtrusive in supervision (but people know)  Actively prepares for conferences and group meetings – content/people  Ready, willing, able to share experiences/teach  Tolerant of constructive criticism  Behaviors demonstrate positive approach to work and the values of the profession  Ready, willing and able to offer praise for good work, and equally comfortable in confronting inadequate work  Culturally sensitive in helping the supervisee to understand clients in their situations  Nonsexist and nonracist in orientation