12/11/13  

Dudding,  C.C.  (2014)  GSHA  Conference   1  

Promo>ng  Change  Through  Evalua>on  and  Assessment  

Carol  C  Dudding,  PhD  James  Madison  University  

duddincc@jmu.edu  

2013  2014  

Disclosures  

•  Financial  -­‐  financial  support  from  GSHA  for  this  presenta>on  

 •  Non-­‐Financial-­‐  former  steering  commiRee  member  and  current  member  ASHA  Special  Interest  Division  11  Administra>on  and  Supervision  

Supervision  Supervision  is  a  process  that  consists  of  a  variety  of  paRerns  of  behavior,  the  appropriateness  of  which  depends  on  the  needs,  competencies,  expecta>ons,  and  philosophies  of  the  supervisor  and  supervisee  and  the  specifics  of  the  situa>on  (task,  client  seXng  and  other  variables).…    

Supervision    The  goals  of  the  supervisory  process  are  the  professional  growth  and  development  of  the  supervisee  and  the  supervisor,  which  is  assumed  will  result  ul>mately  in  op>mal  service  to  clients,”          (Jean  Anderson,  1988)  

Anderson’s  Model  

Understanding  

Planning  

Observa>on  

Analysis  

Integra>on  and  Planning  

• A  con>nuum  perspec>ve    

•   Vary  the  amount  and  degree  of  involvement    

• The  stage  of  the  student  clinician  dictates  the  Clinical  Educator’s  style  

•   Clinical  Educators  not                  exclusively  in  the  expert  role,                  but  focus  is  on  the                supervisory  process    

Evalua'on-­‐  Feedback   Transi'onal   Self-­‐  

Supervision  

Direct/Ac've   Consulta've  Collabora've  

Supervisor  

Supervisee  

Peer  

Anderson’s  Con'nuum  of  Supervision  

Adapted  from  The  Supervisory  Process  in  Speech-­‐Language  Pathology  and  Audiology  (p.62)  by  J.L.  Anderson,  1988,  Boston:  College-­‐Hill  Press/LiRle  Brown  and  Company.  

Stages  

Styles  

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Dudding,  C.C.  (2014)  GSHA  Conference   2  

Supervisees  

ü Graduate  students  ü Clinical  Fellow  ü SLPs  ü Paraprofessionals    ü Other  professionals  ü Others  

•  Keep  in  mind  that  requirements  vary  

         by  facility/licensure/  pay  source  

 

•  ASHA  Resources  –  Ad  Hoc  CommiRee  Report  on  Supervision  

–  CF  Requirements  

Why  do  we  do  it?  •  Determine  accountability    •  Document  progress  towards  goals  •  Demonstrate  aRainment  of  competencies  •  Establish  goals  for  con>nued  improvement    •  Iden>fy  areas  for  professional  development  

• Opportunity  for  exchange  of  informa>on  and  ideas  

 

Adapted  from:    Sharon  Jenson  hRp://www.pcrest3.com/fgb/efgb4/4/4_1_3.htm  (image)  and    Assessment  of  Student  Learning  in  STEM  disciplines.  A  Duke  University  ‘Teaching      IDEAS  workshop’  presented  by  Ed  Neal,  Ph.D.  Director  of  Faculty  Development,      Center  for  Teaching  and  Learning,  University  of  North  Carolina  

     

Assessment    Forma>ve,  ongoing  feedback  ,  process-­‐  oriented,  collabora>ve,  goal  of  improving  performance  

EvaluaDon    Summa>ve,    assigns  value  and  worth,  overall  score/grade,  preset  standards,  goal  of  gauging  quality.      

Best  Prac>ces  in  Assessment    •  Shared  from  the  beginning  • Mutually  agreed  upon  •  Re-­‐visit  as  needed  

Clear  and  explicit  expecta>ons  

•  Regular  •  Demonstrated  performance  

Ongoing  and  not  episodic  

•  Based  on  data  collec>on  •  Input  from  number  of  sources  •  Analysis  and  integra>on  

Based  on  a  variety  of  measures  

•  Self-­‐analysis  •  Part  of  the  process  

Encourage  self-­‐reflec>on  

•  Open  discussion  •  Goal  seXng  Promotes  change  

Clear and Explicit Expectations

•  Based  on  clear  conceptual  framework  

 •  Shared  early  in  the  

process  

•  Mutually  agreed  upon  

•  Revisited  and  revised  as  needed  

Ongoing  and  not  episodic  

•  At  regular  intervals  •  Representa>ve  of  various  roles  and  responsibili>es   hRp://www.mintleafstudio.com.au/blog/post/

item/2011/10/06/how-­‐to-­‐cri>que-­‐a-­‐website-­‐design-­‐and-­‐accept-­‐cri>cism  

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Dudding,  C.C.  (2014)  GSHA  Conference   3  

Based  on  a  variety  of  assessment  measures  

 

v Narra>ves    v Observa>ons    v Ra>ng  Scales    v Objec>ve  Feedback      v Competency-­‐based  Assessment  

 v Input  from  mul>ple  sources  

View  yourself  as  other  view  you  

hRp://www.rise.hs.iastate.edu/360.php  

Encourages  self-­‐reflec>on  

•  Systema>c  •  Part  of  the  process  •  May  require  training  •  Within  a  rela>onship  

Promotes  change  

•  Open  discussion  •  Joint  goal  seXng  •  Alignment  with  vision  and  mission  

hRp://thegospelcoali>on.org/blogs/tullian/2012/09/  

•  Judgmental  Biases  •  Halo  Error  •  Central  Tendency    •  Leniency/Strictness  Error  •  “Similar  to  Me”  Effect  •  Contrast  Effect  •  Recency  Effect  

Duke  University  Health  Systems  www.hr.duke.edu  

pit·∙fall  ˈpitˌfôl/    Noun  plural  noun:  piralls    a  hidden  or  unsuspected  danger  or  difficulty.  synonyms:  hazard,  danger,  risk,  peril,  difficulty,  catch,  snag,  stumbling  block,  drawback,  a  covered  pit  used  as  a  trap.  

Judgmental  Bias  

•  “I  think  he’s  a  bit  out  of  his  element  working  with  preschoolers.  You  know,  males  just  aren’t  as  good  with  children.  I  guess  he  couldn’t  cut  it  as  an  audiologist.”  

•  “He  is  an  average  worker.    I’ll  give  him  5’s  across  the  board.”  

555

Halo  Effect    Tendency    

“She  is  great  at  everything  she  does….don’t  you  agree?”  

12/11/13  

Dudding,  C.C.  (2014)  GSHA  Conference   4  

Leniency/Strictness  

I  don’t  believe  in  giving  “A’s”.    The  last  student  to  get  an  “A”  from  me  was,  hmmm,  lets  see……  

Similar  to  Me  Effect  

Contrast  Effect   Recency  Effect  

Cultural,  genera>onal  and  personality  factors  to  consider  

•  Consider    – View  of  authority  – Language/communica>on  differences  – Power/status  differen>als  – Cultural  tradi>ons/dress/appearance  

•  Understand  your  cultural  competency  •  Follow  best  prac>ces      

Ethical  and  Legal  Considera>ons  Equal  Employment  Opportunity  Commission  EEOCC  •  (1)  are  job  related  and  u>lize  

behavior-­‐oriented,  rather  than  trait-­‐oriented,  criteria;  

•   (2)  use  tests,  measurements,  scales,  feedback,  and  other  evalua>on  tools  derived  from  an  analysis  of  each  individual  job;    

•  (3)  not  reflect  a  bias  based  on  race,  color,  sex,  religion,  age,  or  na>onality;  and  

•   (4)  be  conducted  by  persons  that  have  dis>nct  knowledge  of  the  posi>on.    

•  Read  more:  Performance  Appraisal  and  Standards  -­‐  benefits  hRp://www.referenceforbusiness.com/encyclopedia/Per-­‐Pro/Performance-­‐Appraisal-­‐and-­‐Standards.html#ixzz1LJzx9cEg  

State and local licensure laws

•  ASHA CODE OF

ETHICS

•  Accreditation agencies

•  Third party payers (Medicaid and CMS)

Ethical  and  legal  considera>ons  v On-­‐going  wriRen  journals,  anecdotal  notes  

v Observa>onal  data  

v Evalua>ve  ra>ng  scales  

v Copies  of  supervisor  notes  on  lesson  plans  or  on  observa>on  feedback  notes  

v Drays  of  wriRen  materials  

v Records  of  conferences  and  other  interac>ons  

v In  specific  circumstances,  a  contract  may  be  necessary  

Documenta>on  is  key…  

12/11/13  

Dudding,  C.C.  (2014)  GSHA  Conference   5  

7  Best  Prac>ces  for  Performance  Measurement  [supervision]  

1.  Keep  it  simple–  The  essence  of  profound  insight  is  simplicity.  Focus  on  the  cri>cal  few.  

2.  Measure  the  right  things–  Measures  that  tell  how  we  are  doing,  not  what  we  are  doing.  Demonstrate  outcomes  that  customers  care  about.  

3.  Engage  the  workforce–  Increase  par>cipa>on  in  strategic  planning.  Engage  the  workforce  about  performance  and  improvement.  

4.  Everything  must  connect–  Goal  alignment  throughout  the  enterprise.  Connect  inputs,  processes,  and  outputs  with  outcomes.  

5.  Process-­‐centric  vs.  func'onal  view–  Breakdown  func>onal  silos  and  promote  shared  ownership.  

6.  Extract  meaning  from  measures–  Use  performance  measures  as  a  diagnos>c  tool.  Train  managers  to  ask  the  right  ques>ons  of  the  data.  

7.  Ins'tu'onalize  the  performance  ini'a've  throughout  the  enterprise–  Create  a  common  structure  for  consistency  in  performance  assessment.  Integrate  budge>ng,  opera>ons,  and  incen>ve  processes  with  the  performance  ini>a>ve.  

hRp://projectmanagementonline.blogspot.com/2010/04/seven-­‐best-­‐prac>ces-­‐for-­‐performance.html