essay on supervisory behavior

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Refining Supervisory Practices in the Field of Behavior Analysis: Introduction to the Special Section on Supervision

Linda a. leblanc.

1 Trumpet Behavioral Health, 390 Union Blvd, Suite 300, Lakewood, CO 80228 USA

James K. Luiselli

2 North East Educational and Developmental Support Center, Tewksbury, MA USA

The rapid growth in the number of behavior analysts and aspiring behavior analysts creates an imperative for effective and efficient supervisory practices. Many behavior analysts receive little to no explicit instruction and mentoring in supervision practices while they are in training themselves. Those behavior analysts may then be expected to provide supervision for a range of individuals soon after graduation and certification and throughout the remainder of their career. The papers included in this special issue offer guidance for establishing and maintaining supervisory relationships, understanding the importance of each of the ethical guidelines for supervision, structuring group supervision experiences, managing problems that can arise during the course of a supervisory relationship, and arranging models of supervision within human service organizations.

The dictionary defines training as the “activity leading to skilled behavior” and supervision as the “act of overseeing, inspection” (http://www.merriam-webster.com/dictionary/citation). In our field, the term training is generally used to refer to the procedures used to establish new skill sets (e.g., implementation of a specific procedure, knowledge of basic behavioral principles). The literature base supporting effective training practices is vast and long-standing (Reid, O’Kane, & Macurick, 2011 ). Procedures such as instructions, live or video modeling, rehearsal with feedback to an established performance criterion, and ongoing performance monitoring with booster sessions are well-established and recommended training practices (Parsons, Rollyson, & Reid, 2012 ). The term supervision refers to the broad set of activities that constitute ongoing oversight of a supervisee’s work. Supervision may involve training in new skill sets (e.g., discussing behavioral procedures with professionals from other disciplines), oversight of the implementation of previously learned skills with clients, and modeling in making data-based clinical decisions, among other activities. The literature base on effective supervision practices in the field of applied behavior analysis (ABA), in stark contrast, is nearly non-existent. Other disciplines (e.g., clinical psychology, social work) offer some guidance (APA, 2015 ; Kraemer-Tebes et al., 2011 ), but our discipline needs a literature of its own to guide the practice of one of the most important things any behavior analyst might do.

Effective supervision is critical to the overall development of our field in that it facilitates delivery of high-quality behavioral services as well as the professional development of both the supervisor and supervisee. The supervisor is responsible for oversight all aspects of the applied behavior analytic repertoire of the supervisee including assessment and treatment skills and ethical decision-making among others. Thus, the supervisor must stay abreast of current research in behavior analysis in order to effectively support the supervisee. The supervisor also serves the mentoring role of helping to establish professional values, coaching interpersonal social skills, and shaping effective organizational and time management skills that facilitate success in employment settings.

The rapid growth in the number of behavior analysts and aspiring behavior analysts over the last decade creates an imperative for refined, effective, and efficient supervisory practices. Any Board Certified Behavior Analyst (BCBA) should expect to provide supervision for others, potentially beginning almost immediately upon becoming degreed and credentialed. In addition, the new supervision and experience requirements of the Behavior Analyst Certification Board create additional imperative for the development of the supervisory repertoires. The BACB now requires completion of at least 8 h of training based on a curriculum covering training and supervision practices before a BCBA can supervise others (BACB, 2012 ). In addition, ongoing continuing education units must include coverage of the topic of supervision in each recertification cycle.

While a minimum of 8 h of training is a start towards improved supervision in our field, this training is an acknowledged minimum requirement rather than the full preparation and mentoring that one needs to become an effective supervisor. The BACB also provides a variety of guidelines covering the timing, documentation, content and structure of the supervision, and practice of those engaging in ongoing practice of behavior analysis or the accrual of experience hours towards a credential. However, these requirements and guidelines represent the form and structure of supervision rather than the functional components that are likely to produce well-trained young professional behavior analysts. Effective supervision is far more than a meeting that meets the basic requirements established by our credentialing body. One functional component of effective supervision is the establishment and maintenance of a meaningful, sustained relationship that is predicated on clear and reasonable expectations of both the supervisor and supervisee. Our field needs conceptually sound supervision practices that can be tested for effectiveness and refined based on those experimental evaluations.

We are pleased to feature seven papers in this Special Section of Behavior Analysis in Practice . Each paper covers some common supervision practices but also particular components which contribute to supervision implementation and effectiveness.

Sellers, Valentino, and LeBlanc present several recommended guidelines for conducting individual supervision with ABA practitioners. Their proposed procedures emerged from an initiative to standardize practices at a human service agency. Accordingly, the recommendations are informed by practical considerations that prevail in most applied settings. The paper includes useful appendices for following the practice guidelines.

Turner, Fischer, and Luiselli construct a practice model for behavior analytic supervision which is linked to the BCBA Supervision Training Curriculum Outline (Behavior Analyst Certification Board, 2012 ) and the Professional and Ethical Compliance Code for Behavior Analysts (Behavior Analyst Certification Board, 2014 ). Notably, they emphasize that competency-based models allow for systematic measurement and evaluation of supervisor and supervisee behavior throughout the supervision process.

The focus of the paper by Sellers, Alai-Rosales, and MacDonald concerns the ethics of supervision in behavior analytic practice. They examine the seven subsections of the behavior analyst as supervisor section of the BACB Professional and Ethical Compliance Code for Behavior Analysts (Behavior Analyst Certification Board, 2014 ). With emphasis on ethical distinctions and challenges, various case examples illustrate specific issues related to supervisory activities.

Sellers, LeBlanc, and Valentino detail several problems that may arise during supervision, sometimes within the supervisory relationship itself, or due to a supervisee’s interpersonal and professional skills. This paper proposes strategies to identify and overcome the barriers to successful supervision. The authors also advise supervisors about steps that can be taken to continuously monitor and improve supervisory competencies.

Group supervision, the topic reviewed by Valentino, LeBlanc, and Sellers, is frequently implemented with ABA practitioners. The paper discusses some of the unique characteristics associated with group learning formats and how they can motivate performance of supervisees. Several recommendations are included for organizing group supervision sessions with maximum benefit.

The two remaining papers focus on supervision models within human service organizations for individuals who have autism spectrum disorder (ASD). Hartley, Courtney, Rosswurm, and LaMarca describe an apprenticeship arrangement between supervisors and future behavior analysts in order to meet the supervision standards that the BACB requires. The paper presents data which document the effects of this supervision model. Dixon et al. also report data from a study that evaluated the impact of supervision intensity, supervisor qualifications, and caseload on several ABA treatment outcomes. Their findings have several implications for following and possibly revising the current BACB supervision guidelines.

In summary, the papers contained in this special issue of Behavior Analysis in Practice highlight many considerations for conducting high-quality behavior analytic supervision. Moving forward, more research is needed to evaluate the impact of supervision practices on the behavior on supervisees, learning objectives achieved by service recipients, and process variables such as frequency and amount of time devoted to supervision. Presently, we have little to no evidence support for most of the reasonable and face-valid supervision guidelines presented and recommended in these papers.

Similarly, it would be valuable to design and test assessment protocols that supervisors and supervisees can use to evaluate distinct components of supervision. In effect, we might envision a functional behavioral assessment of supervisory practices. Such assessment, through rating scales, behavior checklists, and perhaps direct observation, would have the objective of isolating procedures and conditions that are associated with exemplary performance, procedural fidelity, and social validity.

Supervision practices and guidelines will be advanced further by surveying supervisors, supervisees, and trainees in different settings (e.g., public schools, human service organizations, colleges-universities) and with reference to different supervision requirements (e.g., BCBA, BCaBA, RBT). Numerous practical exigencies apply here, for example, the number of individuals being supervised, other responsibilities of supervisors, the ever-changing profiles of service recipients, available resources, and administrative decision-making, to name just a few. We should not expect supervision practices and outcomes to improve without soliciting feedback and direction from the individuals conducting and receiving supervision.

Our hope is that this special issue of Behavior Analysis in Practice promotes more widespread knowledge about supervision within ABA, the factors that govern effective supervision, measures of supervision success, and the complimentary and distinctive perspectives between supervisors and supervisees. As other disciplines have recognized, there is a rigor and science to delivering supervision (American Psychological Association, 2015 ; Frank et al., 2010 ; Kraemer-Tebes et al., 2011 ). The same priority is apparent within ABA. Accelerating the study of supervision will produce better behavior analytic services, new generations of skilled supervisors, and fertile ground for further refining optimal practices.

Compliance with Ethical Standards

Conflict of interest.

The authors declare that they have no conflict of interest.

Ethical Approval

This article does not contain any studies with human participants performed by any of the authors.

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LEADERSHIP AND SUPERVISORY BEHAVIOR

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Sofie Flores

In this global competitive environment, effective leadership style is necessary to reduce the attrition rate. From the effective leadership styles only it is possible to achieve organizational goal productively. Leadership styles affect on the employee performance and productivity. This paper summarizes and analyzes the available literature of leadership styles and effect on different components of Quality of work life.

Dr.Nanjundeswaraswamy T S

An organization constitute of a diverse group of individuals, working together towards a specified common goal. A robust organizational framework is based upon specified values, believes and positive culture accompanied by effective leaders and managers that are expected to understand their roles and responsibilities towards both the employees and the management of the organization. Culture is recognized as "the glue" that binds a group of people together (Martin and Meyerson, 1988). Therefore, organizational culture entails intelligent and great leaders who value and believe in nurturing employees and appreciate their active participation in the progression of the company (Balain & Sparrow 2009). With that said, management is also one of the crucial organisational activities that is necessary to ensure the coordination of individual efforts as well as the organization's resources and activities. Lastly, leadership in itself is a vital bond that connects effective management and splendid organizational culture. However, for a long time, there has been a disconnect and inconsistency on what entails leadership and management. We identify with scholars who questioned the overlying issues regarding the significant concepts of leadership and management (Schedlitzki & Edwards,2014). It is therefore paramount to understand how leadership and management play critical roles in shaping up contemporary organizations, fundamentally appreciating the applicability that arises with the various leadership styles and management theories while apprehending their link to organization culture.

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The Seven Behaviors of Engaging Supervisors

DecisionWise

We gathered our consultants together at this round table to discuss the power supervisors wield on the employee experience. Supervisors can either rally the troops for the cause of an organization or contribute to an all-out mutiny! This may be a touch dramatic, but you get the gravity of the issue. Our experts illustrate seven behaviors of engaging supervisors and some of the more nuanced ways supervisors influence their direct reports.

The Power of Consistency in Supervisor Behavior

Inconsistency among managers seems to be a very common pattern in many organizations that we advise. Some shining stars may foster engagement on their team while others succeed less in this area.

Principal Consultant, Dan Hoopes explains that in addressing the inconsistency of managers, we must address the impact of those inconsistencies. Organizations are starting to pinpoint the negative impact and drain that certain supervisors are having on their entire organization. We help clients visualize their path to maturity with this graphic.

“If an organization wants to move up the maturity curve, managing the disengaged and the disengaging are critical to be able to meet the next threshold of engagement.” Dan Hoopes, Principal Consultant

Behavior 1: Provide Consistent Feedback

Principal Consultant, Beth Wilkins points out that many managers have a hard time giving performance feedback. We like to recognize people or give them positive feedback, but corrective feedback presents quite the challenge. We may fear this kind of interaction because we fear the possibility of discomfort or tension. And so, some supervisors may feel equipped to handle these crucial conversations while others avoid them altogether. It makes it very difficult to embed engagement across the board when one of those groups may be having a different quality of experience than others. Simply holding a bi-yearly workshop on how to give constructive feedback will help you make sure your managers are equally equipped for these conversations. Don’t let budget stand in your way – you’ve hired good people. Let your internal experts lead these sessions.

Pay Attention to Feedback Among Demographics

“BYU Professor, Taeya Howell has analyzed various kinds of manager feedback and uncovered that feedback to females is less direct. Dr. Howell has also learned that women receive feedback less frequently. The implications are that women lack a clear picture of how to improve and be more successful. Due to these discrepancies, I always try to highlight the responses of different demographics when debriefing survey results.” Beth Wilkins, Principal Consultant

Behavior 2: Discuss Development with Direct Reports

Supervisors play an integral role in the development of their teams. Consultant, Stephen Mickelson illustrates this point with a story from his recent experience with a client.

“Earlier this year, we conducted focus groups for an organization that was interested in looking deeper into its employees’ perceptions of growth opportunities. We asked employees in those feedback sessions to tell us about one of their most pivotal career growth opportunities. It was really surprising to see how many employees related pivotal growth experiences connected to their supervisors. A lot of employees appreciated autonomy but also the knowledge that supervisors were also available to support them and show them how to do things that they didn’t understand.”

Behavior 3: Engage Your People

Our research shows that fully engaged managers are 213% more likely to have an engaged team. So, we strongly recommend companies engage managers and teach them how to engage others. Beth’s dissertation research focused on engaging leaders who successfully facilitated change. She found that these leaders all cared enough about their people to help them assess their current selves and who they wanted to become.

“I call this process of helping people discover their potential and making the picture of it so palpable that they want to move toward it, identity coaching . In these sessions, managers create an environment of trust, ask their employees deep questions that help them reflect on who they’re becoming, and reinforce their strengths and potential. ” Beth Wilkins, Principal Consultant

Behavior 4: Make Expectations Clear

On our employee engagement surveys we ask the question, “Do I understand what my supervisor expects of me?” In other words, am I getting ongoing feedback about my performance? Are my supervisor and I in alignment with the work that I do so that I can quickly get more effective outcomes?

Dan Hoopes shares a moment when he found out too late, that he and his supervisor weren’t on the same page.

“My boss came to me and told me he was pulling the budget on one of my projects. Well, we got toward the end of the year and he said, “Hey, in preparation for your performance review, would you write down all of the things you’ve been working on and I’ll do the same?” When I compared his list to mine, there was one glaring difference – the project where funding was pulled. At the performance review, I said, “I noticed this is on your list.” And he said, “Yes, I expected you to still complete the project.” So, shame on me for never checking in with my manager, but shame on him for going eight months and never checking in with me either. This experience taught me I’m obligated to go and solicit feedback and to do everything that I can, to avoid being blindsided. It also taught me that if I give employees consistent feedback, this allows them to perform at their best.

Behavior 5: Foster Fairness, Respect, and Trust

Another way we measure supervisor favorability on our survey is to gauge how fair and respectful managers are. When respect and fairness don’t exist within a team, productivity lags. When we start to talk about diversity and inclusion, we consider this aspect carefully. Did everyone on the team feel trusted by their supervisor , especially people that looked different from the supervisor or came from a different background? In the survey data, we sometimes see that the answer is no. Sometimes trust is limited to a select few.

Stephen shares how his supervisor’s regular and specific feedback fostered a trusting relationship.

“ Because I received positive feedback from my supervisor when she redirected me or told me where I could do things differently, I trusted everything she had to say. I knew that she had my best interests and the organization’s best interests at heart.”

Behavior 6: Show Your Team You’re Willing to Learn

Consultant, Thomas Olsen shares how his supervisor earned his respect with his excellent example.

“I had a supervisor who would do a feedback session after client calls with me. We would each go over three positives and a negative. It was hard to come up with a negative for him, but it helped me realize that he thought he could still learn. I respected his opinions and feedback because he was still working on his skillsets. This motivated me to become better and develop and grow in my role.”

Behavior 7: Share Your Energy with Your Team

Good leaders aren’t only energetic, they direct that positive energy toward other people. They energize other people positively and help them feel like they can reach goals they haven’t even considered. Beth tells us that when her supervisor gave her compliments, she didn’t believe them. But, her supervisor said them enough that they changed the way she showed up. After a time, she started to feel more deserving of the praise. Effective supervisors also share energy by expressing gratitude and helping their direct reports see where they’re succeeding. They forgive mistakes and treat them as learning opportunities. They do everything they can to make their people more effective, with genuine care for their success and the success of the organization.

When I was at Oracle, I worked with a professor named Rob Cross , and he taught me a lot about organizational network analysis. There are lots of different kinds of influencers, but both he and Wayne Baker have found that energizers are the most important kind of influencer. Their research shows that energizers are the most impactful influencers by a factor of four and that they influence people up to three degrees of separation. When I read that research, it motivated me to figure out how I could become an energizer, and how I could help other leaders do the same. Beth Wilkins, Principal Consultant

We hope that lining up these seven behaviors helped you see that you don’t have to completely change who you are to lead others. Take the strengths you have and sprinkle in these behaviors to better engage employees. Your team will stick around longer, they’ll be more productive, and together you’ll be able to help each other reach the goals you’ve set.

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Social Work Supervision: Analysis Essay

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The National Association of Social Workers and the Association of Social Work Boards established a recommendation regarding the customs in community service oversight to assist and improve work monitoring for experts. Supervision is a crucial and important component of training and subsequent coaching, which is necessary for the successful growth of a proficient social workforce (Schmidt & Kariuki, 2019). Additionally, monitoring helps safeguard customers and support specialists and enables qualified social personnel to deliver excellent services.

Supervision involves a series of associated duties resulting in a total commitment or objective that guarantees customer security and obtains competent and ethical services from experienced social personnel. Supervision entails directing and monitoring colleagues’ activities (Schmidt & Kariuki, 2019). The inspector and the people who work under them are accountable for playing their respective parts in the cooperative process.

The collaboration between educational, managerial, and complementary monitoring is essential to produce knowledgeable, moral, and qualified social personnel. Helpful monitoring offers supportive personnel circumstances that recognize their accomplishments and develop the feeling of professionalism (Schmidt & Kariuki, 2019). A social laborer’s preparation needs for a particular workload are the key prominence of instructional administration and professional growth. It consists of exercises designed to teach subordinates about evaluation, therapy, and prevention.

Administrators are responsible for safeguarding and maintaining the confidentiality of the performance of the tasks and only divulge evidence when required for punitive action or as mandated by the governing agency to gain certification. Managers must be aware of the warning indicators of work anxiety and take action to tackle them together with their subordinates (Schmidt & Kariuki, 2019). When subordinates show signs of occupational stress, administrators should offer tools to support them. In certain situations, peer counseling can benefit both bosses and staff members.

Administrators guide staff members through various emotional and psychological procedures to make moral decisions. The executive relationship is an excellent starting point for junior staff to understand limits with customers (Schmidt & Kariuki, 2019). When providing confidential details, bosses should exercise discretion and avoid making it the main subject of their attention. Directors assist personnel in developing a safety policy for the workplace and society by studying non-violent response techniques. The information about supervisory helps in understanding vital roles needed to be conducted within an organization.

Schmidt, G., & Kariuki, A. (2019). Pathways to social work supervision. Journal of Human Behavior in the Social Environment , 29 (3), 321-332.

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Supervisory Behaviors in Education

Introduction.

Supervisory behaviors can be defined as creative and dynamic roles involved in organizational leadership focused on improving teaching and learning situations. Such behaviors are normally influenced by the settings of the organization and further determined by the relationship of the formal and informal organization. Role theory explains in details the kind of influence roles exert on individual functioning. Research reveals that individuals filling a role usually tailor their actions to fit various personality needs while at the same time fulfill others expectations. Such needs in line with expectations are considered vital in the fulfillment of various positions occupied. Clarifications on the role expectations for supervisory positions are necessary. Common sense suggests that leadership roles within organizations have significant influence on organization’s efficiency and attainment of its goals. Some of the positions considered to represent supervisory roles include administrators, managers as well as supervisors within various sectors (Glickman et al., 2009).

Several definitions have been provided in an attempt to express the functions of supervision based on sampled behaviors, skills as well as competencies. Several categories of supervisory behavior have been derived from concrete observations within group and individual meetings organized in institutions. Behaviors can be termed as purposeful whenever they contribute towards crucial decisions in conferences. Such categories of supervisory behavior include listening, encouraging, problem solving skills, negotiation, and reflection amongst others. These categories of supervisory behaviors move all parties to be involved towards making concrete decisions. Different roles are linked to specific responsibilities. For instance, teachers are required to bore much responsibility in ensuring that decisions are reached. In the same line, some still exert pressure on supervisors concerning decision making and still a percentage still view shared responsibility as possible means of making decisions (Glickman et al., 2009).

Discussion on control behaviors used by supervisors

Scale of control or power is usually necessary for the purposes of moderating overall behaviors. The use of control parameters such as listening, clarification, encouragement as well as reflection determines whoever controls situations. Supervisors normally take the role of being an active prober with the responsibility of setting appropriate platform for teachers to make amicable decisions. Actual decisions take non-directive interpersonal approach whereby they are highly controlled by teachers rather than supervisors. In some instances, decisions are shared by all especially when supervisors participates in problem solving despite understanding teacher’s presentations and overall contributions to problems at hand. Such cases usually involve proposals from all parties which ultimately help in extensive negotiations on appropriate course of actions to be undertaken. This scenario is referred to as collaborative interpersonal approach. However, in some instances supervisors serve as potential sources of information providing teachers with alternative choices from which problems could be solved. Supervisors can at times take control of decisions by giving directives to teachers hence making situations to have directive control of interpersonal approach (Glickman et al., 2009).

Understanding leadership from the perspective of control behaviors is important since it assists in influencing followers. This also makes it possible to commit to the vision and mission of the learning within organizations. Such behaviors as listening, ability to reflect and standardize issues tend to answer the question on effective strategies and best practices applied in performances (Kellerman, 2010).

Strong supervisory skills are based on conscientiousness which ensures that one takes responsibility of various decisions ensuring completion of tasks. Kind of leadership and supervisory positioning within an organization determines to a greater extent level of responses from subordinates. Reflective actions done on individual performances enable appropriate adjustment on previously made decisions (Diaz, 2005). General organization performances are based upon individual conscientiousness which is used as basic determinant of effective leadership. Ability to reflect on various mistakes and learning from them determines the degree of leadership development. From the hand book of school improvement, the aspect of constant thinking and ability to plan assist in better planning and balancing on professional and personal lives. However, there is lack of high degree of organization from my management skills. Such personal and professional qualities differentiate leaders from non-leaders (Ellis and Harper, 1997).

Summary of Case Studies in chapter 7 in supervision and institutional leadership

The cases outlined in this chapter provide in-depth understanding on developmental supervision. In the first case study, there is detailed discussion on Gerald Watson’s teaching methods which raises the concern from different quotas. The teacher’s level of development and expertise seem very low since he used the same pattern in conducting all his lessons. Gerald was never involved in improving his instructional routine. There was always not enough time for him to listen to students. He decided to undertake non-directive interpersonal approach to teaching. This is whereby Gerald decided to ignore teaching instructions form the manual provided hence using his personally designed methods in teaching. This was because he neither understood nor used the hands-on science program used as a standard by middle school science team. This was as a result of him not attending frequent meetings organized by science team. However, his supervisor Martha recommended Gerald for formal training program for the purposes of developing his teaching and relational skills. Jim provided supervisory services at the level of collaborative interpersonal approach (Beukes and Smith, 2008).

The second case study focuses on Janice’s inability to apply effectively her management skills. Janice had classroom management problems which contributed towards under-utilization of problems. This was as a result of lack of cognitive training in classroom management. At the same time, Janice had problems in building relationships with students. The off-task behaviors noted could have been corrected by the supervisor based on Interpersonal approach where supervisors take control of decisions by giving directives to teachers. By assisting Janice develop her rules as well as procedures for controlling classroom chaos would not have been good idea. The problem was much more within than without, it was an issue of controlling teacher’s temperament. Janice did not take ample time to reflect on her career making it difficult to put in place some adjustments.

Mike applied the collaborative method so efficiently by involving students in open discussions. This helped in building strong relationship between teacher, supervisor and students. Allowing students to play participatory role improves listening skills as well as contributing towards learning through emerging ideas from the students. Such method is referred to as collaborative interpersonal approach and works well within teaching environment. However, supervisor George disagrees with such method hence directing the teacher on various options to apply. The supervisor goes ahead to standardize the methods by conveying expectations making the supervisor to have high control over the issues. This is referred to as directive informational interpersonal approach. The supervisor in this case directed the teacher on what was expected, taking responsibility for the decision.

In the fourth case, the teacher called for a discussion meeting with the supervisor for the purposes of sharing her ideas on the suggested program. In this case, the supervisor listens, clarifies and encourages the teacher to speak and finally reflects through verification of the teacher’s perceptions making the teacher to be in full control of the decision. The supervisor played an active prober role by allowing the teacher to make her own decision. The approach used could be referred to as nondirective interpersonal approach. Where there is a big teacher and small supervisor. At the same time Stella allowed for Collaborative decisions from Maria and other teachers. This case study reveals importance of cultivating healthy relationship with teachers as a supervisor. Such behaviors demand healthy reasoning from the supervisors hence appropriate in the prevention of self-defeating emotions and thinking. When supervisors resort to reinforcing and actualizing main values there is existence of interest towards decisions from teachers. Such behavioral responses enable easy identification and provision of appropriate assistance to teachers with preferable traits.

Reflect on your own experience and make assessment of your current supervisory strengths and weaknesses and where you can improve.

My experience on leadership focuses on the various categories of behaviours based on the level of self-esteem. Such leadership trait is considered essential to those with low levels of neuroticism. In my case, there is less neurotic experiences involved since most of my leadership performances is based on interest as well as adequate preparation through training. Quality leadership as well as effective supervisory role cannot be associated with those having high level neuroticism which requires high leadership skills in order to overcome (Ellis and Harper, 1997).

Current weaknesses emerge from my interpersonal sensitivity which makes it easier for a leader to ignore various situations leading to making inconsiderate decisions towards events. It is of profound importance to possess agreeable personality which is basically recognized through a tactful and sensitive leadership attributes as well as altruism which makes leaders more agreeable. Collaborative personality adds to my strength since there is that capability of identifying with groups of teachers. Negative collaborative behaviour tends to drive people towards creation of certain group affiliations which presents negative leadership and supervisory trait (Ellis and Harper, 1997).

Ability to adjust to different organizational environments determines the level of relationship between supervisors and teachers. Most organizations focus on the factors that manipulate performance and patterns of supervisory roles amongst different individuals within the same environment. The trends notable amongst supervisors, teachers and principles from institutions have been observed. Evidently, there exist fundamental approaches often applied in the analysis of these trends. The personal or individual characteristics or traits have been analyzed. Apart from this, the cognitive and non-cognitive variables amongst supervisors are also been analyzed comprehensively. As a result of such studies, various explanations can be attributed to the low instances of effective leadership roles within institutions.

Basically, the cognitive variables refer to aspects that may include the high supervisory and leadership roles based on natural intelligence. On the other hand, the non-cognitive variables embody the elements comprising social integration, motivation, and general supervisor’s self-concept. In a more empirical way, cognitive variables may be defined as the variables that measure intellectual competencies. This occurs through ranking or provision of appropriate measurement scale. On the other hand, non-cognitive variables may refer to emotional, psychosocial constructs, skewed in nature, which express the feeling, opinions, and attitudes.

Beukes, C.,&Smith, D.(2008). Leadership the EPL Way . Johannesburg, SA: Minuteman Press.

Diaz, J. (2005). Why Self Awareness is so important . PDF file. Web.

Ellis, A., & Harper, R. A. (1997). A Guide to Rational Living . Hollywood, CA: Wilshire.

Glickman, C., Gordon, S., & Ross-Gordon, J. (2009). Supervision and instructional  leadership: A developmental approach . Boston: Allyn & Bacon.

Kellerman, B. (2010). Leadership: Essential selections on power, authority and  Influence . New York; McGraw-Hill

Desirée Rieckenberg lifts students in need

The Massey Award winner and dean of students is always on call to help them navigate difficult situations.

Desirée Rieckenberg’s passion for helping students began when she was in their shoes.

Rieckenberg, the UNC-Chapel Hill dean of students, was a first-generation college student from a rural community when she arrived for her first year at Eastern Illinois University. She was forced to do a lot on her own as she learned how to navigate campus life.

Fortunately, she met people who invested in her when things were good but also supported her when they weren’t. That experience stuck with her and is something she still draws on today.

“The notion of working in a space that allows me to lift up and celebrate folks, and also support people as they navigate something, really rang true to me,” she said.

For helping students in many situations across her 12 years at Carolina, Rieckenberg was given a 2024 Massey Award . The honor recognizes “unusual, meritorious or superior” contributions by University employees.

Rieckenberg sees most of her work at what she calls intersections of the student experience, key moments that include anything from taking a leadership role in a student organization, struggling to pass a class or having a mental health challenge. From there, she strives to help support their success at Carolina.

Nominators highlighted her work creating the Care Team , which meets weekly to assist students experiencing challenges that threaten to disrupt academic progress, and partnering with the Office of Scholarship and Student Aid on a new financial literacy initiative. Carolina hired its first director of financial well-being this spring.

Additionally, Rieckenberg was praised as a “relentless champion” of the Carolina Veterans Resource Center, a “committed collaborator” and an unselfish servant leader who creates a culture of trust within her office.

Her team has grown over the last several years as it serves more students, particularly in times of crisis and emergency. No matter the situation, Rieckenberg keeps the individual student at the forefront.

“Carolina may be a big place, but Carolina should be a place where they feel like they are family and that they’re cared for,” she said.

The nature of her job means she’s as likely to get a call at 3 a.m. as she is at 3 p.m. She’s the primary contact for students going through traumatic life events ranging from the death of a loved one, a serious injury or significant financial setback.

She credits the people around her for helping juggle those difficult situations.

“It comes down to being able to surround yourself with good people and really talented people, and being able to have a supportive family and personal life that allows me to do those things,” Rieckenberg said. “I have a fantastic team of people who do the work and who surround me in a way that lifts up the things we’re doing in support of students. I have a fantastic partner, and I have two kids I’ve had since I’ve been in this role. They have come up in the space that they understand the work I do is important, that it helps and serves so many people.”

Rieckenberg was speechless when told of her Massey Award. She was drawn to this work because she saw its impact first-hand, as a student. She’s humbled to know others see that, too.

“It touches your heart in a way that recognizes an impact,” she said. “That’s really how I got into this work, because I had people who poured into me and created an impactful experience for me. And I continue to do this work with the hope that I can be impactful on our students and our campus and colleagues.”

Frasier, along with his brother LeRoy and John Lewis Brandon, integrated Carolina in 1955.

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‘Heart and soul’ of South Building honored posthumously

Executive assistant to two chancellors, Massey Award winner Elizabeth Williams made the University run smoothly.

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