Generational and
Multicultural Issues in
Clinical Supervision
CHRISTINE LEWIS, MSP, CCC-SLP
AMBER HEAPE, MCD, CCC-SLP, CDP
EBONY MEANS, MA, CCC-SLP
Disclosure Statement
Mrs. Lewis has no financial or nonfinancial relationships to disclose.
Mrs. Heape has no financial relationships to disclose. Through her employment with
PruittHealth, Mrs. Heape does actively work with universities to place students.
Mrs. Means has no financial or nonfinancial relationships to disclose.
Acknowledgements
Portions of this presentation were developed with collaboration from Rene Labella and Sharon Williams,
students at RMUoHP
Course Objectives
1. The learner will be able to identify generations by characteristics.
2. The learner will interpret cultural differences within a supervisory role.
3. The learner will evaluate ethical scenarios of supervision for cultural and generational competence.
Knowledge and Skills Needed by Speech-Language Pathologists
Providing Clinical Supervision Section VIII (Diversity)
A. Knowledge Required
1.
Understand how differences (e.g., race, culture, gender, age) may influence learning and behavioral styles
and how to adjust supervisory style to meet the supervisee's needs.
2.
Understand the role culture plays in the way individuals interact with those in positions of authority.
3.
Consider cross-cultural differences in determining appropriate feedback mechanisms and modes.
4.
Understand impact of assimilation and/or acculturation processes on a person's behavioral response style.
5.
Understand impact of culture and language differences on clinician interactions with clients and/or family
members.
(ASHA, retrieved from http://www.asha.org/policy/KS2008-00294/#sec1.2.8)
Knowledge and Skills Needed by Speech-Language Pathologists
Providing Clinical Supervision Section VIII (Diversity)
B. Skills Required
1.
Create a learning and work environment that uses the strengths and expertise of all participants.
2.
Demonstrate empathy and concern for others as evidenced by behaviors such as active listening, asking
questions, and facilitating open and honest communication.
3.
Apply culturally appropriate methods for providing feedback to supervisees.
4.
Know when to consult someone who can serve as a cultural mediator or advisor concerning effective
strategies for culturally appropriate interactions with individuals (clients and supervisees) from specific
backgrounds.
5.
Demonstrate the effective use of interpreters, translators, and/or culture brokers as appropriate for clients
from diverse backgrounds.
(ASHA, retrieved from http://www.asha.org/policy/KS2008-00294/#sec1.2.8)
Potential Pitfalls:
Supervisor Assessment of Students
Information from ASHA’s Website:
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Halo Effect — The supervisor makes an impression (positive or negative) of the supervisee and that influences
evaluation. (Thorndike, 1920).
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Central Tendency — Supervisor rates all students around the midpoint of the scale, failing to differentiate between
individuals or skills. (Heery & Noon, 2008).
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Similar-to-Me Effect — The supervisor may rate a student considered “similar” to himself or herself higher. (e.g.,
similar attitudes or demographics; Sears & Rowe, 2003).
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Judgmental Bias — The supervisor may judge the student based on factors unrelated to performance (gender, age,
race, etc.) (Kerr, MacCoun, & Kramer, 1996).
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Leniency/Strictness Error — The supervisor sets criteria either too strictly or too easy consistently, regardless of
student performance. (Lunenburg, 2012).
(ASHA, retrieved from http://www.asha.org/PRPSpecificTopic.aspx?folderid=8589942113&section=Key_Issues)
What is a generation?
Peer group defined by:
o Shared life events and experiences
o Demographic similarities (birth year)
o Shared values and behaviors
(Borges, Manual, Elam, & Jones, 2006)
Generational Cohorts
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Traditionalists (Born 1900-1945)
Baby Boomers (Born 1946-1964)
Generation Xers (Born 1965-1980)
Millennials (Born 1981-1999)
Crossover Effect (born at the beginning or end of a generational cohort)
(Zylla-Jones & McCready, 2007)
(Arsenault, P., 2004)
Generational Gap
A DEFINITION:
The differences in customs, attitudes, and beliefs
between any two generations, but especially
between youths and adults.
(Hirsch, Kett, & Trefil, 2002)
Why is this information important?
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Multiple generations in the workplace
Extended occupation
Dissention may occur
Differences in attitudes and generations
Knowledge to motivate, provide feedback, and reward supervisees
Establish a strong supervisory relationship
(Sherman, 2006; Borges, et al.,, 2006; Farr-Wharton, Brunetto, & Shacklock, 2011; Durant-Jones & Kwiatkowski, 2013)
Comparing Generational Cohorts
Borges, Manuel, Elam, and Jones (2006) compared the personality traits of medical students from Generation X and
Generation Y (Millennials).
Research Questions:
Are characteristics used to describe Generation X and Millennials quantifiable using a validated measure of
personality (Sixteen Personality Factor Questionnaire, also known as 16PF)?
Are there differences in personality characteristics between medical students from Generation X and Millennials?
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899 medical students at Northeastern Ohio Universities College of Medicine
Participants completed the 16PF and responses analyzed by MANOVA
Personality characteristics do, in fact, differ between generations are quantifiable using the 16PF. These
differences can have implications on the educational preferences of medical students.
Future research: Other theoretical models of personality could be used to better describe the differences
among generations. Separating participants by gender could be useful for future studies.
(Borges et al., 2006)
Perspective from a Millennial Supervisee
Durant-Jones and Kwiatkowski (2013) explored cross-generational differences within interpersonal interactions
from a millennial student’s perspective.
Participants: 74% of the students enrolled in the SLP Graduate Program at Nazareth College
Method: Online Survey
Results:
● 78% felt that generational differences did not influence supervisory relationship
● Agreed on skills expected from supervisor
● Variability on their role in the relationship
● Variability on how to handle conflict in the relationship
Younger generations may not be aware of the impact of generational differences and how to handle it.
(Durant-Jones & Kwiatkowski, 2013)
Supervisor's View of Millennials
Kerins & Matrangola (2013) investigated and explored the perceived differences between generations and how
the supervisor’s viewpoints may impact student success.
Participants: 84 supervising SLPs in the Baltimore/Washington metro area
Methods: Electronic survey
Results:
o Baby Boomers- Reported larger generational differences, value in-person communication as best
practice
o Gen Xers- See prior generations being “more professional” than Millennials, feel students should
be somewhat self-sufficient
o Millennials- See themselves as competent, value communication through technology
(Herd, Kerins, & Matrangola, 2012)
Workplace Communication Between
Generations
Beutell and Wittig-Berman (2008) studied the generational issues in work-family conflict and work-family
synergy.
● Cross-sectional design
● ANOVAs to test differences between 3 groups
● Matureso More satisfied overall
o Less family interfering with work
● Boomers and Xerso Similar in higher work interfering with family
(Buetell & Wittig-Berman, 2008)
Workplace Communication with
Traditionalists
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Historical approach to challenges
Loyal to organizations
Value seniority in the workplace
Cautious, hard working, and fiscally savvy
Traditional, formal, one-on-one instruction preferred
Face-to-face communication is expected, not through technology
Recognition (plaques, handwritten notes) is valued
(Sherman, 2006)
Working with Baby Boomers
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Nonconformists
Impressive work ethic
High expectations for co-workers
Think “outside the box”
“Live to work”
Prefer peer coaching
Informal, direct communication by phone or face-to-face expected
Public recognition and “perks” for success valued
(Sherman, 2006)
Professional Communication with
Generation X
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Self-reliant
“Work to live”
Less loyal to organizational culture
Dislikes micromanagement
Prefer to be coached equally
Technology-based communication
Recognition based on merit or achievement of set goals.
(Sherman, 2006)
Millennials in the Workplace
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“Look at Me” generation
Emphasis on effort, not results
Perceived lack of loyalty and work ethic
Inter-personal relationships within an organization
Collaborative and creative
Prefer online social connection
Productive in time
Multitask well
(Myers & Sadaghiani, 2010)
Generational Issues in Supervision and Administration
DECREASED KNOWLEDGE LEADS TO MISUNDERSTANDINGS
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Disparities among generations are deeper and more complex now.
Millennials described as healthiest, most cared for generation in history.
More possibilities exist for misunderstandings amongst the generations.
Older employees are no longer always at the top.
Younger people are managing older employees.
No longer do the younger always look to the older for their expertise.
(McCready, 2011)
Generational Issues in Supervision and Administration
DECREASED KNOWLEDGE LEADS TO MISUNDERSTANDINGS
● Each generation operates out of different viewpoints causing assumptions and
misunderstandings.
● Younger people change jobs more frequently which may be interpreted as a lack
of commitment.
● In one study, Boomers viewed Generation X as being uncommitted slackers who
were self-absorbed and arrogant.
● In that same study, Generation X had no negative views of the Boomers.
● Generation X described themselves as self-reliant, not self-absorbed.
(McCready, 2011)
Generational Issues in Supervision and Administration
INCREASED KNOWLEDGE LEADS TO APPRECIATION
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Increase inter-generational knowledge
Pair mentors across generations
Emphasize generational strengths
Increase awareness of common assumptions that could lead to misunderstanding
(McCready, 2011)
Generational Issues in Supervision and Administration
INCREASED KNOWLEDGE LEADS TO APPRECIATION
● Discuss generational characteristics leading to misunderstandings with clients and
supervisors
● Increase awareness of generational stereotyping to prevent lumping all into
“collective personalities”
● Use respect/care to prevent/remedy relational/generational chasms
(McCready, 2011)
Preferred Generational Leadership Styles
Traditionalist
● Directive style
● Simple and clear
● Authority highly respected
Baby Boomer
● Collegial and consensual style
● Value communication
● Sharing of responsibilities
● Wants to turn the hierarchy upside down
(Arsenault, 2004)
Preferred Generational Leadership Styles
Generation X
● Fair, competent, and straightforward
● Do not respect authority as did past generations
● Prefer egalitarian relationships
● Brutal honesty is a trademark
Millennials
● Prefer polite relationship with authority
● Like leaders who pull people together
● Believe in collective action to get change
(Arsenault, 2004)
Supervision Preparation
Learning key values and attitudes of potential generation supervised
● Gaining knowledge of events and values of the generational cohort
● Awareness of generational stereotyping
● Self-exam professional relationship to lessen miscommunication
● Discuss characteristics that may lead to misunderstanding.
(Austin, 2002; Zylla-Jones, 2007)
Getting Ready to Supervise Millennials
BE PREPARED FOR….high expectations
DON’T...throw a wet blanket on their enthusiasm
DO...encourage them
mentor them
learn from them
(Raines, 2002)
Supervision of
Generation X
versus
Supervision of
Millennials….
The Next
Generation!
www.imgarcade.com
Baby Boomers and Millennials
● Baby Boomers’ Education Vs.
Millennials’ Education
Computers are a necessity
Used to hearing how great they are
from their parents.
Open to diversity in the workplace.
Tend to multi-task, especially with
technology.
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Expect and enjoy maximum coaching or
mentoring,
Expect timely feedback through
technology
Bulleted or short memos are more
effective than lengthy documents
Millennials like collaborative work
Integration of technology into all
activities.
Challenges and Strategies for Educating
Millennials
Challenges
Strategies
Technology
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Involve supervisees in developing and using new technologies
Role model and provide opportunities to be present without multitasking
Identify technology free times and encourage being mindfully present
Professional Behaviors
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Comprehensively review rules and consequences in a structured environment
Schedule regular mentoring with detailed guidance
Involve supervisees in projects and committees
Mentoring
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Feedback provided within a stable mentoring relationship
Provide immediate and summative feedback
Self-reflection exercises
Involve in remediation plans
Communication
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Discuss appropriate boundaries of communication
Give written feedback
Praise and positive comments in public
Accept honest and open feedback without becoming defensive
(Eckleberry-Hunt & Tucciarone, 2011)
Managing Millennials
MILLENNIALS SIX MOST FREQUENT REQUESTS of SUPERVISORS:
BE THE LEADER
CHALLENGE ME
LET ME WORK WITH FRIENDS
LET’S HAVE FUN
RESPECT ME
BE FLEXIBLE
(Raines, 2002)
When Roles Reverse
● Flip Generation
o Millennials or Generation Xers supervising older generations
● Elderly Talk
● Take orders from who?
(Zylla-Jones & McCready, 2007)
Preparing the Next Generation...
Austin (2002) conducted a longitudinal, qualitative study of graduate students who
aspired to work in academia. This study attempted to determine if the doctoral
student education was adequate to prepare for the social aspect of the academic
setting (including working with other generations.)
● Reported considerable preparation for research.
● Advising, service, and teaching were not emphasized.
● Recommendations included programs to foster socialization and knowledge.
(Austin, 2002)
Definition of Culture
Culture: a particular society that has its own beliefs, ways of life,
art, etc.
Age
Religion
Gender
Sexual Orientation
Socioeconomic Status
2013 Racial Demographics of ASHA:
Certified SLPs in SC
Total n= 598
97.8% White
0.9% African American
0.2% Asian
1.1% Mixed Race
(Retrieved from asha.org)
Multicultural Issues
Five essential elements to become more culturally competent include:
1.
2.
3.
4.
5.
Valuing diversity
Having the capacity for cultural self-assessment
Being conscious of the dynamics inherent when cultures interact
Having institutionalized culture knowledge
Having developed adaptations to service delivery reflecting an understanding of
cultural diversity
(Culture, 2011)
Cultural Responsiveness/Unresponsiveness
A 2006 Qualitative Study on supervisor cultural responsiveness by Burkhard et. al:
26 doctoral students (13 non-minority and 13 minority)
Semi-structured Interviews
Responses were categorized by theme
Findings:
Cultural issues were discussed between supervisor and supervisee
Relationship between the two was improved after a culturally responsive event (discussion of
experiences of supervision with other culture)
Supervisors who were averse to discussing culture had a more negative supervisory relationship
Cultural responsive events actually had a positive correlation with clinical cases, with cultural
unresponsive event having a negative correlation with clinical case
Cultural Differences in Supervision
Being supervised by someone of a different culture and race
can lead to a feeling of uncertainty and apprehension
Supervisor’s positive attitude can lessen the apprehension
Open dialogue about culture also improved supervisee
satisfaction
Don’t avoid the conversation because it may uncomfortable
◦ “Color-blind” rationale (Estrada, Frame, & Williams, 2004)
(Duan & Roehlke, 2001)
Mitigating Issues of a Cultural Nature
Communication Makes a Difference!
Have conversation regarding the effect cultural differences
(race, gender, sexual orientation) have on the relationship.
(Moore, 2012)
Assure that you ACT to understand those differences, not
REACT
Develop a relationship where the student is comfortable
discussing differences (combat cultural mistrust).
Cultural Competence
Some studies suggest that cultural competence is more
important than a supervisor’s race (Hernandez et al, 2009)
Acknowledge cultural differences and past experiences, and
their effect on supervision, whether the supervisee is of
similar or different background.
Seek to learn about other cultures, through interaction with
people, not just literature!
How You Can Affect Change...
SIG 14- Cultural and Linguistic Diversity
Student to Empowered Professional (STEP
Mentoring Program)
Self Assessment for Cultural Competence (can be
found at http://www.asha.org/practice/multicultural/self/)
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