| What is happening, or failing to happen, that is causing the trouble? | How might the supervisor go about improving this situation? |
|---|---|
The supervisee is not receiving feedback appropriately. | Address the inappropriate behavior and discuss how to receive feedback moving forward |
discontinuity within program | address concerns and model program |
The supervisee may be interpreting corrective feedback as personal criticism instead of professional guidance. Expectations for receiving and responding to feedback may not have been clearly taught or reinforced. As a result, the supervisee is withdrawing from the interaction instead of remaining engaged and analytical during supervision. | The supervisor should provide supportive and specific feedback while reinforcing professional responses to corrective feedback. The supervisor can acknowledge the supervisee’s effort, clarify that feedback is intended to improve client services, and model calm and professional communication. Teaching and reinforcing appropriate feedback-receiving behaviors may help improve future supervision interactions. |
The supervisee isn’t accepting feedback well. | Ask the supervisee preferences on feedback and change delivery accordingly |
Feedback may not have been relayed in a manner that would benefit the supervisee to make meaningful changes. | Asking how they prefer to receive feedback. |
The supervisee was unable to accept the feedback on their programming, taking it personally. This resulted in the remainder of the supervision session being less effective. | The supervisor could have phrased or delivered the feedback differently. People accept feedback in a variety of ways and there is no one universal solution. |
The supervisor is not giving effective feedback instead just mentioning what the trainee is doing wrong | clear feedback using behavior skills training |
The supervisor provided feedback and the supervisee responded by pouting and becoming quiet, avoiding the conversation by providing minimal responses for the remainder of the meeting | Discuss at the outset of the meeting how to respond when given corrective feedback |
Learning how to accept feedback and apply it is not occurring. Supervisor also may need to explain what supervisee is doing correctly. | The supervisor may explain how to accept feedback in the next supervision. The supervisor might also evaluate the supervisee's grasp of the material, and make adjustments accordingly if needed. |
Supervisee is not acting professionally. | The supervisor could model how to act. |
the supervisee is not showing professionalism and the supervisor needs to provide some positive feedback as well | Model professionalism and start the feedback with stating something positive and always ensure to include some positive feedback as well. |
The trainee does not understand that corrective feedback should be a part of the supervision relationship. It is designed to help the trainee improve their skills | The supervisor should always begin with positive feedback before discussing areas for improvement. Additionally, they should explain the trainee that the feedback is to help them improve, not to hurt or embarrass them. |
The supervisee is not taking the feed back well. | The supervisor didn't do anything wrong in this situation but more rapport build between them |
share feedback in a different approach | offer questions to supervisee and allow them to tell you what happene wrong |
The supervisor has not explained the importance of feedback delivery and acceptance when establishing expectations. | They should model and role-play different ways to manage those scenarios and discuss the importance of feedback in behavior analysis. |
Speak to the trainee honestly and expectations regarding feedback. | |
Trainiee is not responding well to corrective supervision. | Find ways the trainiee likes to recieve corrective supervision. Also state why it needs to be noted. |
The supervisee is responding to corrective feedback in a non-professional manner by becoming quiet, pouting, and giving minimal responses. This suggests a lack of skills in receiving feedback appropriately and possibly unclear expectations for how to respond during supervision. | The supervisor should clearly teach and model appropriate ways to receive feedback. Expectations for responding to feedback should be reviewed such as listening, asking questions, staying engaged. The supervisor can also reinforce appropriate responses when they occur. |
The supervisee is taking the feedback personally and shutting down instead of engaging. | Deliver feedback more supportively, check in on how they’re feeling, and refocus on specific behaviors while encouraging discussion. |
Explaining how to not take feedback personally and use it in a positive way | |
Trainee is not receptive to feedback. | Discussions on how to accept feedback and training on expectations for the supervisory relationship. |
The Supervisor did not teach accepting corrective feedback. Expectations should be set. | Supervisor could teach skills, reset expectations and also encourage feedback that is consistent and safe. |
the supervisee is taking the feedback personally. | Identify methods of communication that can be delivered to the staff. |
No consistency | Ask the supervisee how they would like to get feedback |
The supervisee is avoiding engagement and responding minimally due to discomfort or defensiveness after receiving corrective feedback, and the supervisor has not yet effectively structured the feedback to support understanding and active problem-solving. | The supervisor can improve the situation by providing constructive, supportive feedback, clarifying expectations, modeling correct implementation, encouraging the supervisee’s engagement and reflection, and creating a safe, non-punitive environment for learning. |
| What is happening, or failing to happen, that is causing the trouble? | How might the supervisor go about improving this situation? |
