Supervisory Practices in Child Welfare
Module 2: People Management
Instructor’s Guide
Activity 5: Practice #4 Manage Across Differences
Purpose: The supervisor will understand the impact of his/her own personality, supervisory
style, personal biases or perceptions of and reactions to others. The supervisor will be able to
apply these learned strategies to achieve open, honest, respectful interactions with staff across
personality, style and cultural differences. The supervisors will experience “…the shock of
realizing that despite many similarities, people of differing cultures perceive things differently or
play by different rules. Barnga entraps participants into assuming that everyone abides by the
same rules of acceptable behavior. Participants learn that they must understand and reconcile
these differences if they want to function effectively in a cross-cultural group.”
Time: 180 minutes (over 2 days)
Objectives: Through this activity, the supervisor will:
 Describe impact of style on interpersonal interactions.
 Assess worker styles
 Match appropriate supervisory style to different worker styles
 Assess personality and/or supervisory style using a standardized tool.
 Devise strategies for identifying and preventing misperceptions grounded in personal
biases.
 Describe communication behaviors that demonstrate being receptive to other
viewpoints.
Materials:
 Flip chart and markers
 Personality Profile Assessment tool – Myers-Briggs Type Indicator (MBTI)
 Computer
 Light box
 (6) set of playing cards; one set for each table of four players
 1 set of handouts for each group of four players
 Watch or clock or timer
 Papers and pencil for each table
 Whistle / bell / siren or buzzer – an attention-getting device
 Appendix page with instructions to play Barnga
Sequence: (of topics/exercises)
Defining Differences –
Small group activity
Influence of “Differences” on Perception –
Power Point Presentation
Large group discussion
Personality Preference Profile –
Individual and large group discussion
Barnga – Small group activity
Time
15 Minutes
25 Minutes
50 Minutes
90 Minutes
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Module 2 Activity 5
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Supervisory Practices in Child Welfare
Module 2: People Management
Method
Instructor’s Guide
Script
Tips/Notes
Defining “Differences” (15 minutes)
Say:
Ask:
“When working with people we find they have
many differences. If we were to define some
ways in which people vary what would you come
up with?”
“How do we vary? At your tables come up with a
list be as broad as possible.”
“You have five minutes to conduct this activity.”
“In Learner’s Guide on page 39 – list differences.
“Ask each small group to share two answers and
record them on a flip chart”.
(Small group
activity)
Large group
activity
1) Hang the
newsprints on the
walls so they can
be seen.
2) Thank them
for creating the
list by giving
positive
comments.
As supervisors
we need to be
aware of how we
are influenced by
“differences.”
“Ask if there are any more that should be
mentioned and record them on the chart.”
Say:
Give an
example: i.e.,
Gender
“You have created a good list, but why focus on
differences?”
Influence of “Differences” on Perception (25 Minutes)
Ask:
From the list you’ve all created,” how do these
perceived “differences” influence perception of an
individual or groups of individuals?”
Do
 Have someone read the two statements
and ask for their thoughts.
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Module 2 Activity 5
Chose one or two
items from the list
and ask a
participant to
explain how this
may influence
their perception.
Power point
presentation:
We all have
different
perceptive
depending on our
experiences.
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Supervisory Practices in Child Welfare
Module 2: People Management
Instructor’s Guide
Why focus on differences?
• “I note the obvious differences between
each sort and type, but we are more alike
my friend, than we are unalike.” Maya Angelou)
(
• “It’s not our similarities that have caused
all our problems but rather our
differences.” (Tabiri Chuknuta)
Do

Explain the four layers of Diversity
1.
2.
3.
4.
Slides 3-18
Lecture
Explain: There is
more to diversity
than what is
listed, we will
review some
additional
examples for
them in this
power point
presentation.
Organizational Dimensions
External Dimensions
Internal Dimensions
Personality
Four Layers of Diversity
• ORGANIZATIONAL DIMENSIONS
• EXTERNAL DIMENSIONS
• INTERNAL DIMENSIONS
• PERSONALITY



Key Points

Doing some regular introspection is helpful.
Consider your attitude about “differences”
and the dimensions you find the greatest
discomfort.
Think about how these reactions influence
your interaction with co-workers.
What can you do to change your discomfort
by increasing feelings of ease?
After the
presentation, Are
there any
comments?
Share the
statements to the
left of things they
should do to
create positive
outcome in their
work space.
Statement is in
the Learner’s
Guide page 41.
Transition
Statement
“We are going to stop here for today and
tomorrow we will continue looking at the
preference profile.”
Review and summary of take-home points.
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Module 2 Activity 5
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Supervisory Practices in Child Welfare
Module 2: People Management
Instructor’s Guide
Source: Adapted from “Managing Diversity in Health Care” by Lee Gardenswartz and Anita Rowe
End of Day One. Practice #4 continues after opening exercise on Day Two
DAY TWO
Method
Script
Tips/Notes
Personality Profile Assessment Tool – MBTI – (50 Minutes)
Say:
Say
“Please take out the Personality Profile
Assessment tool you, and your staff, have
completed.”
Ask for MBTI
tools.
“Would anyone like to share his or her experience
completing the Personality Profile?
There were some questions you had to answer to
determine your individual preference profile, let’s
go over those questions now.”
Were the
directions clear?
How time
consuming was it?
“Questions are on page 44 in the Learner’s guide.”
Ask:
Say:
Say:
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1. “Are you surprised by the outcome of the
test?”
2. “Do you agree or disagree with its outcome,
and if you disagree why?”
3. “Do you see room for expansion in terms of
your self-awareness and changing some of
your points of view?”
4. “How do these results coincide with your
career choice or how do you take your
career choice and enhance your behavior
to better fit your role as a supervisor?”
“You were asked to select two individuals you
supervise and have them complete the MBTI tool.
Then you were asked to compare the results of
your profile with theirs, and for homework you
were asked to design a strategy to more
effectively work with that supervisee now that you
have more information about them.”
 “Write down one strategy for one participant
you now employ to develop a more effective
working relationship between you and the
person you supervise.”
Module 2 Activity 5
Review the MBTI
with participants,
have them answer
the questions.
Have three or four
participants
answer these
questions.
Have them
expand their
answer.
Say statement to
the left.
Exercise; on
page 45 of
Learner’s guide
Instruction:
Divide the sheets
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Supervisory Practices in Child Welfare
Module 2: People Management

“You have 5 minutes to record your answers
on newsprint.”
“Identify your MBTI style and your
supervisee’s MBTI style, and then write the
strategy.”
“Instructions in Learner’s Guide page 45.”


Ask

“Are there any differences in your
preference type compared to theirs?”
“If yes, describe the difference(s) and any
impact it had on your expectation and
interpersonal interaction with them, and
with their respective roles.”
“What strategies would you now employ to
develop a more effective working
relationship between you and them?”
Questions on page 46 in Learner’s Guide.



Do
Slides 19-22
Instructor’s Guide

“These slides summarize some additional
supervisory tips for working with the
different preference types.
Supervisory Tips:
Extraverts
•
•
•
•
•
•
Provide face-to-face, group
supervision
Allow for new experiences
Talk out issues
Provide variety and action
Provide substantial
encouragement and
feedback
Discuss on-going
performance
Share additional
supervisory tips
on slides # 19-22.
Introverts
•
•
•
•
•
•
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into thirds. In the
first column write
“Supervisor
MBTI style,” the
second column
write “Supervisee
MBTI style” and
in the last column
write
“Strategy”
Give each person
one sheet of
newsprint.
Give the
participants 5
minutes to
complete task.
Hang results on
the walls.
Questions on
page 46 in
Learner’s Guide.
Open
discussion:
Ask participants
the questions on
the left. For the
last question refer
to the newsprints
results posted on
the walls.
Ask participants to
share their
response.
Provide individual
supervision
Allow time to prepare for
new clients and
experiences
Provide time to internalize
before discussion
Provide structure
Provide feedback as
needed
Allow time between
feedback and discussion of
performance
Module 2 Activity 5
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Supervisory Practices in Child Welfare
Module 2: People Management
Instructor’s Guide
Supervisory Tips:
Sensors
•
•
•
•
•
Focus on practical
applications
Provide experience before
theory
Provide specific tasks and
structured assignments
Provide stability
Provide concrete
information
Intuitives
•
•
•
•
•
•
Supervisory Tips:
Thinkers
•
•
•
•
•
•
Provide constructive
criticism
Provide logical explanations
Maintain professional
relationship
Encourage analytical
thinking
Provide specific recognition
Give specific information on
what needs to be done or
changed
Feelers
•
•
•
•
•
•
•
Supervisory Tips:
Judgers
•
•
•
•
•
Debrief

Transition
Statement

Provide structure
Provide a plan for work and
deadlines
Assign projects so they can
be completed consecutively
Structure feedback
Provide consistency
Provide opportunities for
independent learning
Provide theory
Encourage ideas
Allow time to debate ideas
Praise creativity
Provide change and variety
Provide appreciation and
concern
Facilitate harmony
Provide personal
discussion time for issues
Be tactful in approach
Give recognition for good
relationships
Appreciate as a person
Suggest changes or new
tasks (Sell vs. Tell)
Perceivers
•
•
•
•
•
Provide organization and
strategies for organizing
Allow flexibility but maintain
firm deadlines
Assign multiple projects but
follow up on completion
dates
Show appreciation
Provide motivation
“As supervisors it may be difficult to identity
what your strengths and needs are, or the
strengths and needs of the individuals you
supervise. Using this tool has given you
some insight. As well as strategies to create
a more harmonious and effective work
environment.”
“We are going to learn a new game today. It
is a card game called Five Tricks. When you
come back.”
BREAK 15 MINUTES
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Module 2 Activity 5
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Supervisory Practices in Child Welfare
Module 2: People Management
Instructor’s Guide
Activity: Barnga – 90 minutes

Place cards and handout on each table.

Organize participants into groups of four.
Each table should have a set of playing
cards and handouts. ( 3 minutes)
Distribute handouts to each participant.
Ask participants to learn the card game
from the handout and play a few practice
games. (4 minutes)
Do:
Do:



Do:
Do:
Do:
Say:
Do:
Ask groups at each table to silently play
FIVE TRICKS for 5 minutes and to keep
score.
 Send the winning partners at each table
to the next table
 Ask the groups to silently play FIVE
TRICKS for 5 minutes.
 When problems arise because of
different rules, ask participants to
negotiate nonverbally
“You can only communicate through
gestures or pictures. You can not use
words.”
 Send the winning partners at each
table to the next table.
 The winning partners will be sent to a
different table.
 The newcomer to the table will be
paired with an old-timer at the table.

Do:

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Ask the groups to silently play FIVE
TRICKS for 5 minutes
When problems arise because of
different rules, ask participants to
Module 2 Activity 5
Separate package with
instructions attached.
 Divide participants
into groups. If there
are extra people ask
them to become
Game Wardens.
(They are to make
sure the instructions
are correctly carried
out)
 Learn the game
FIVE TRICKS
 Have a timer.
 Announce a
“correction” ...Face
down…
 Take away the
handouts after a few
practice plays.
Conduct the First round
Coordinate the First
Transition
Conduct the Second
Round
Enforce the gag order
by firmly asking any
outlaws to stop talking.
Coordinate the Second
Transition.
Instructions are to be
clear, use power point
or overhead to display
instructions. Help the
group make the switch.
Conduct the Third
Round
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Supervisory Practices in Child Welfare
Module 2: People Management
Say:
Do:
Debriefing
Instructor’s Guide
negotiate nonverbally.
“You can only communicate through
gestures or pictures. You can not use
words.”
 Bring the activity to a close and get
ready for a debriefing discussion
 How do you feel?
 What happened?
 What did you learn?
 How does this relate?
 What if…?
 What next….?
Enforce the gag order
by firmly asking any
outlaws to stop talking.
Conclude the Session
Ask the following
questions to the left
using the Appendix
guide, for follow-up
questions
Source:*Barnga – A simulation Game on Cultural Clashes – Sivasailam “Thiagi” Thiagarajan with Raja Thiagarajan
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Module 2 Activity 5
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