The University of North Carolina at Chapel Hill
SCHOOL OF SOCIAL WORK
COURSE NUMBER:
COURSE TITLE:
INSTRUCTORS:
SOWO 799
Supervision and Consultation
Kim Strom-Gottfried, Ph.D.
School of Social Work
548L Tate Turner Kuralt Building
Phone: (919) 962-6495 (w)
Email: stromgot@email.unc.edu
OFFICE HOURS:
Tuesdays, 12:00 pm – 2:00 pm, or by appointment
SEMESTER:
Spring, 2012
Course Description
Addresses the knowledge and skills needed to effectively institute and carry out
HRM, supervision, and consultation processes in nonprofit, public and for profit
settings.
Expanded Course Description
This course combines content on human resource management (HRM) and
supervision to provide an overview of the processes, practices, and systems involved in
employing people in private and public settings. We will examine the crucial role that
supervisors play as the implementers of HR actions. We will review the administrative,
supportive and educational functions of supervision in a range of social work settings,
examining the ethical and legal dimensions of supervision as the impact of personal
differences upon the supervisory process. We will consider the similarities and
distinctions between supervision and consultation. Specific attention will be paid to
developing the skills needed for cultivating and supporting personnel, and on the
complex decisions involved when "competing goods" collide.
Course Objectives
At the conclusion of this course, participants will be:
1) Able to define and understand the supervisory, educational, and supportive roles of
the supervisor and apply these concepts to practice examples.
2) Able to evaluate critical issues, including ethics and cultural competence, as they
apply to supervisory processes.
3) Able to apply the knowledge base on supervision to their own and others’
professional development.
4) Able to identify the key characteristics of supervision and consultation and articulate
their similarities and differences.
5) Understand the principles and practices for staff recruitment, selection, evaluation
and separations and the interlocking nature of these activities.
Required Readings
Yokoyama, J. and Michelli, J. (2004) When fish fly: lessons for creating a vital and energized
workplace from the world famous Pike Place Fish Market. New York: Hyperion.
Other course materials will be posted on the Sakai site for the course or available
through links in the syllabus. A bibliography and list of websites for recommended
reading will be posted on Sakai.
Teaching Methods and Expectations
The success of this class depends on the development of a supportive learning
environment, reflecting the values of the social work profession. A supportive learning
environment is fostered by listening to the ideas and views of others, being able to
understand and appreciate a point of view which is different from your own,
articulating clearly your point of view, and linking experience and opinions to readings
and assignments. We will appreciate your contributions to making this a safe and
respectful class for learning and growth.
This course will use a variety of teaching and learning methods, including
lectures, group discussion, role-plays, videos, cartoons and handouts. You are expected
to actively participate, drawing from assignments, readings, your field placements, and
other work experience. I will be available by phone and email to address questions that
may arise between class sessions. Please seek me out!
I expect that students will attend all class and on-line sessions having read
assigned materials and fully prepared for discussion and assigned activities.
Class Assignments
Several methods will be used to determine your progress in the class and your
achievement of the course objectives. The assignments and grading criteria are
described below. All written assignments should use references following APA format
and be typed or word processed using correct grammar, punctuation and spelling.
Participation
This counts for a total of 10% of your final grade, because class
sessions will focus extensively on skill development, practice and role
plays. All class members will receive a standard score of 100 for
participation, in recognition of a norm of attendance, participation in
consulting dyads, and contributions to class discussions based on readings
and experience. Points will be deducted from the base score if you are late,
leave early, miss class sessions, are unprepared, or fail to submit expected
materials.
Supervision Interview and Analysis
Select an individual as an interview subject
who has experience as a supervisor in the human services. During your
interview, learn about his or her experiences as a supervisor, the
preparation s/he received for the role, examples of instances or
supervisees s/he found difficult and those they found rewarding, and the
advice s/he would offer you for becoming an effective supervisor. Let
him/her know you will be sharing your findings in a paper and in class
discussion, but that his/her name and setting will not be revealed.
Based on your interview, class readings, and review of at least two
outside readings, prepare a brief (6-8 page) paper on your findings. In it,
convey what you learned from your interview and analyze what you
learned in light of our course material and your research. What might you
conclude about the characteristics of effective supervisors and successful
supervisees? What have you learned about the ethical dilemmas in
supervision and the strategies to address them?
Be prepared to summarize your interview findings in class. This
paper is due TBA and is worth 40% of your final course grade.
Critique
Examine a personnel handbook for your employer or UNC Chapel
Hill. Select ONE section related to class topics (for example, on workplace
safety, employee discipline, or performance appraisals). For the paper,
briefly describe the HR policy (2-3 paragraphs). Follow this with a critique
(approximately 8 pages, typed, double spaced) of the personnel policy,
based on what you've learned in class and read about in your
assignments. You may want to address questions such as: Is the policy
sufficiently clear and detailed to provide guidance to workers? To
supervisors? Does it assure/balance equity and efficiency? Does it reflect
current HR practice standards? Does it raise ethical or procedural
concerns or provide ideas for unique ways of addressing personnel
issues? Is your understanding of it different than it would have been prior
to taking the course? This analysis counts for 20% of your final grade and
is due anytime, but no later than 2/22/11.
Consultation You will be assigned a classmate for whom you will serve as a consultant
throughout the course. You will meet for 30 minutes/week and utilize the
knowledge and techniques you are learning about to assist your colleague
with a project, problem, or professional development issue.
20% of your final grade will be based on your self-assessment of
your practice in this role. You should complete a paper (no more than 5
pages, double-spaced) that examines your application of the skills and
knowledge covered in the class, over the duration of your consulting
relationship. A grading rubric for the assignment will be distributed
during class.
Another 20% of your final grade will be based on your colleague’s
appraisal of you, using a standardized evaluation form, to be distributed
later in the class.
COURSE EVALUATION:
Policy critique
Supervision interview and analysis
Self Assessment – Consultation
Colleague Assessment – Consultation
Class Attendance and Participation
20%
15%
20%
20%
15%
100%
Grading System
The scores for each assignment will be combined and converted to the following
scale for final grading:
94 and above
H
80 – 93
P
70 – 79
L
69 and below
F
Policy on Incompletes and Late Assignments
You are expected to complete assignments on time. If for some reason you
cannot meet the established deadline, you must contact me before the due date and
contract for a new due date. Failure to turn in an assignment without contacting the
instructor before the due date will result in a penalty.
Policy on Academic Dishonesty
Please refer to the School’s Writing Resources Page for information on attribution
of quotes, plagiarism, and appropriate use of assistance in preparing
assignments: http://ssw.unc.edu/students/writing. This link provides access to an
array of resources including the newly updated “APA Quick Reference Guide.”
All written assignments should contain a signed pledge from you stating that, "I
have not given or received unauthorized aid in preparing this written work". If you
have questions about what constitutes proper use of others’ writing or assistance, please
consult me. In keeping with the UNC Honor Code, if reason exists to believe that
academic dishonesty has occurred, a referral will be made to the Office of the Student
Attorney General for investigation and further action as required.
WRITING RESOURCES
The School of Social Work offers a variety of helpful writing resources on its
website at http://ssw.unc.edu/students/writing. The School is also one of the few
professional schools at UNC that provides writing support for its graduate students.
Writing support is open to all students, but it’s a limited resource. You’re welcome to
make an appointment to discuss specific writing issues and written assignments.
Appointments are scheduled “first come, first served,” with priority given to those
referred by faculty. Contact the Team at SOSWwritingsupport@gmail.com if you need
assistance.
Policy on Accommodations for Students with Disabilities
Students who have disabilities that affect participation in the course should
notify me if they need special accommodations in instructional format, examination
format, etc., considered.
Policy on the Use of Electronic Devices in the Classroom
Laptops, cell phones, PDAs, and recording devices can distract both their users
and the people around them, inhibiting participation and learning. Please refrain from
their use during class time. If situations arise in which their use is necessary or
desirable, please raise it with me directly.
Course Outline
The class format is based on the understanding that course participants are prepared
and active learners. Reading the assigned materials is a prerequisite to getting the most out
of online and in-class sessions and successfully meeting the course objectives. Your
preparedness allows us to use class time to address questions and apply the readings to
exercises to develop and refine your skills.
Session 1 – January 10, 2012
Topics:
Introductions
Course Overview
Experiences with supervision
The spectrum and context of HR decisions
Introduction to supervision and consultation
Link to HRM
Learning to use environmental scanning
Establishing consulting dyads
Readings:
Handout: The Array of Personnel Decisions
Session 2 – January 17, 2012
Topics:
Supervision
Consultation
Mentoring
Methods
Building the relationship
Readings:
Haynes, Corey, & Moulton:
Chapter 3, The Supervisory Relationship
Chapter 4, Methods of Supervision
Block, P. (2000). Flawless Consulting
Chapter 2, Techniques are not enough
Chapter 3, Flawless consulting
Johnson, W. B. & Ridley, C. R. (2008). The Elements of Mentoring
What Excellent Mentors Do (pp. 1-48)
Session 3 –January 24, 2012
Topics:
Building a diverse work force; EEO and Affirmative Action
Nondiscrimination
Case discussions - enhancing workplace diversity
Staff selection and recruitment
Readings:
Strom-Gottfried, K.J. (2006) Managing human resources. In R.L. Edwards and
J. A. Yankey (eds.) Effectively Managing Nonprofit Organizations. (pp.
141-178). Washington DC: NASW.
Johnson, W. B. & Ridley, C. R. (2008). The Elements of Mentoring
Arranging the mentor-protégé relationship (pp. 73-102)
Haynes, Corey, & Moulton:
Chapter 6, Becoming a Multi-culturally Competent Supervisor
Burkard, Al, Johnson, Al, Hess, S.A., Madson, M.B., Pruitt, N.T., ContrerasTadych, D.A., Kozlowski, J.M., and Knox, S. (2006) Supervisory
cultural responsiveness and unresponsiveness in cross-cultural
supervision. Journal of Counseling Psychology, 53(3). 288-301.
Handout: Staff Recruitment and Selection
Session 4 – January 31, 2012
Topics:
Workplace safety
Crisis management
Conflict management
Readings:
Children’s Services Practice Notes (1998). A Look at Safety in Social Work.
(pp. 1-8) http://www.practicenotes.org/vol3_no2/cspnv3_2.pdf#2.pdf
Children’s Services Practice Notes (1998). Striving for Excellence in
Supervision. (pp. 1-8) http://www.practicenotes.org/v15n3.htm
Nelson, M.L., Barnes, K.L., Evans, A. L., & Triggiano, P.L. (___) Working with
conflict in clinical supervision: Wise supervisors’ perspectives. Journal of
Counseling Psychology, 55(2), 172-184.
Session 5 – February 7, 2012
Topics:
Cultivating personnel and workplace morale
Readings:
Yokoyama, J. and Michelli, J. (2004) When fish fly: lessons for creating a vital and
energized workplace from the world famous Pike Place Fish Market.
Handout: Retaining Staff through Services and Supervisions
Session 6 – February 14, 2012
Topics:
Performance assessments
Appraisal exercise
Staff reductions
Pink Slip Exercise
Readings:
Noe, R.A., Hollenbeck, J. R., Gerhart, B. & Wright, P. M. (2009). Chapter 10,
Separating and Retaining Employees. Fundamentals of Human resource
management. (pp. 279-308) New York: McGraw Hill.
Handout:
Performance Appraisal
Session 7 – February 21, 2012
Topics:
Ethical and legal issues in supervision
Class and consulting termination and evaluations
Readings:
Haynes, Corey, & Moulton:
Chapter 8, Legal Issues in Supervision
Handouts:
Key Regulations
Ethical Standards on Supervision
Ethics Cases