| What is happening, or failing to happen, that is causing the trouble? | How might the supervisor go about improving this situation? |
|---|---|
Supervisee responded poorly to feedback. | Address the supervisee's behavior directly, point out things they are doing well, and identify this as an opportunity to sharpen their skills in specific areas. |
The supervisee is not accepting feedback in a professional manner | Ask open-ended questions. |
The supervisee does not value the supervisor's feedback | discuss the need for feedback to improve skills |
the supervisee isnt asking clarifying quesitions | model how the program should be ran and create a procedural checklist |
how the RBT is receiving feedback | re-set and review shared goals of the supervision |
the supervisee is not being open to feedback. | the supervisor should explain themselves further, ask if there's anything they can do to help or what the barrier is. The supervisor can review how to accept feedback and put in some positive reinforcement as well. |
not professional responding. | outline how to professionally respond to the feedback |
Boundaries | Talk about professional conduct |
The trainee is not expressing his understanding or misunderstanding of feedback | Discuss and model appropriate means of responding to feedback and the purpose of feedback |
Supervisee is taking feedback personally- not clear if supervisor is providing it objectively or with action steps | provide reinforcement of what the supervisee is doing well. Discuss the changes in implementation to determine why they are happening/rationale for why they do / don't benefit the client |
The supervisee is unresponsive to corrective feedback. Maybe more time could be spent reviewing the client programming or observations followed by SBT. | Potentially the supervisee may need time to process the feedback. Review program and plan for SBT to insure accuracy of programming |
inappropriate response to feedback | review |
professional boundary crossing | ask the supervisee how they like to receive feedback in the future an explain professionalism expectations and boundaries |
Supervises is not taking feedback | Shaw treatment fidelity observations and give immediate feedback |
Supervisee is not accepting feedback and has allowed personal feelings to control their response. | Supervisor could start feedback by first engaging learner by asking what they think they did well and areas they could improve. Supervisor should start out noting and praising things that were done well and then address problem areas. If applicable, Supervisor should model how task should be done and then observe as supervisee performs the task. Clear definitions of expectations and mastery should be reviewed. |
The trainee is not accepting feedback. | The supervisor should reestablish the relationship and explain the training process. |
the individual is not responding well to feedback | the supervisor should add in the tasks the individual does well and continue to supervise, model, or retrain if necessary |
defensiveness on behalf of the supervisee, failure of successful feedback delivery | review with the supervisee how they like to receive feedback and figure out a way to provide feedback more positively |
Anger and pride usurp purpose | Remain patient yet firm |
clarify the written program | model, rehearse, and provide feedback as needed |
The supervisee is allowing their own feelings/challenges/bias prevent them from appropriately accepting feedback. | Provide examples and non-examples through clear communication of how to accept feedback |
supervisee not accepting feedback appropriately | use bst to teach appropriate ways to accept feedback |
Good communication was not established. | |
need to establish why it is not being implemented first - is there a skills gap? Need for more modelling? | Offer support to revisit the programme, deliver training where needed |
Communication | Ask how they like to receive feedback to see if you can change the way they get it |
| What is happening, or failing to happen, that is causing the trouble? | How might the supervisor go about improving this situation? |
