The Mindful Supervisor:

Cognitive Principles in
Staff Supervision

A Production of the Great Western Regional Field

Coordinators 2005-2007
Dr. John Eggers Correctional Program Specialist, NIC
The Mindful Supervisor:
Cognitive Principles in Staff Supervision

Great Western Regional Field Coordinators:

Dave Dusschee Oregon
Tim Foss Washington
Carrie Hodap Arizona
Karen Holland Wyoming
Steven King Utah
Amy Le California
Gregory Morton Oregon
Aaron Shepard Idaho
Toni Spencer California
Wayne Ternes Montana
The Mindful Supervisor:
Cognitive Principles in Staff Supervision

With course design assistance provided

by:
Gary Lasater, Oregon Youth Authority
Patrick Samples, Oregon Department of
Corrections
John Tyler, Oregon Department of
Corrections
 MINDFULNESS

A technique in which a person

becomes purposefully aware of
his/her thoughts, feelings and
decisions in the present moment,
non-judgmentally.
It serves as a pre-requisite to
developing insight and wisdom.
MINDFULNESS

Overlapping concepts:
Emotional Intelligence
Self Awareness
Authentic Leadership
Metacognition
LEADERSHIP AND
SELF AWARENESS
21st century leadership calls
for a new type of leader who
understands him/herself well
and can call others into a
higher state of being, rather
than the old style leader who
simply knows how to manage
[business] processes.
Connelly and Diaz; Executive
Awareness, 2007
LEADERSHIP AND
SELF AWARENESS
A fundamental starting point
for leadership development is
self awareness . . . Self-
knowledge continues to serve
our growth and development
throughout life . . . who you
are and what you believe is
possible.
Avolio and Luthans; The High Impact
Leader, 2006
Releasing ourselves from the need to keep
half of ourselves hidden, to entertain
the possibility that there is an integral
wholeness to all the seemingly
antagonistic and opposing sides of
ourselves, a possibility that we may not
have to be fixed or amended before we
can serve ourselves or the company.

David Whyte; The Heart Aroused, 1996

The unexamined life
is not worth living.

Socrates, 399 BC
The unexamined life
is not worth living.

Socrates, 399 BC
Course Outline:
1. Qualities and Skill Building for Supervisors
Personal Position Statement; Cognitive/Behavioral Model
2. Values Dissonance: Personal Vision & Organizational
Context
3. Effective Communication
4. Making Decisions and Creating Solutions
5. Valuing Differences
6. Encouraging Performance
7. Team Building
8. Supervisory Development Plan
The Mindful Supervisor:
Cognitive Principles in Staff Supervision

Qualities and Skill Building

for
Supervisors
Performance Objectives:
Discuss at least one professional mentor
and model in your life.
Explain the concept of automatic thoughts
and feelings.
Examine the three internal dimensions of
the Cognitive/Behavioral model.
Review the two external dimensions of the
Cognitive/Behavioral model.
Utilize the Supervisory Self-Awareness
(SSA) Model
Questions
What is an effective supervisor?
What does being a supervisor mean to
you?
What are the skill sets needed by a
supervisor?
What emotions contribute to
effectiveness?
Mentors and Models

Individually write the names of

several people who you have learned
from.
List the memorable and effective
characteristics and attributes that you
adapted from each one.
 Mentors and Models
Now list the negative attributes and
characteristics that each had.
Which would you keep?
Which would you drop?
Which would you add?
1. QUALITIES AND SKILL
BUILDING FOR SUPERVISORS
Whats
missing in
the picture
of this tree?
1. QUALITIES AND SKILL
BUILDING FOR SUPERVISORS

The roots!!!
1. QUALITIES AND SKILL
BUILDING FOR SUPERVISORS

What are our

roots like?
 * Skill
BEHAVIOR * Stated Knowledge

THOUGHTS
* More likely aware
FEELINGS

COGNITIVE STRUCTURE
(thinking patterns) * Under the surface

BELIEFS AND ATTITUDES

Source: Mark Carey, The Carey Group

Personal Position Statement

Whats your frequency?

QUALITIES AND SKILL BUILDING
FOR SUPERVISORS

Cognitive/Behavioral Model
 Cognitive/Behavioral Model
Consequences

Situation Behavior

Thoughts Feelings
Cognitive/Behavioral Model
Two External Dimensions
Situations, Consequences

Three Internal Dimensions

Thoughts, Feelings, Behavior
Risky thoughts and feelings contribute
to either ineffective relationship or
productivity outcomes.

Pro-social thoughts and feelings

contribute to effective relationship or
productivity outcomes.
Cognitive/Behavioral Model
Consequences

Situation Behavior

Thoughts Feelings
Cognitive/Behavioral Model
Consequences

Situation Behavior

Thoughts Feelings
 SUPERVISORY SELF AWARENESS NOTES

SITUATION AUTOMATIC PREFERRED MINDFUL ACTION

THOUGHTS OUTCOME THOUGHTS
AND FEELINGS AND FEELINGS
(Real) (Desired)
Identify several situations

List your real, automatic thoughts,

feelings and actions
Stop there
 Qualities and Skill Building
for Supervisors
Review:
Mentors and Roots
Personal Position Statement
Cognitive Behavioral Model
Supervisory Self Awareness Notes
Values Dissonance:

Personal Vision and

Organizational
Context
Performance Objectives:
Utilize the Supervisory Self-
Awareness (SSA) Model to analyze
congruence between your Personal
Position Statement and your agency
Mission
Utilize the SSA Model to analyze
discrepancies between your
Personal Position Statement and an
agency policy or practice
Where there is no vision, the
people perish.
Individual Activity - Mission
Statement
Identify your agencys mission
statement. Dont interpret it according to
your own preferences.
Retrieve your personal position
statement.
Using an SSA worksheet, compare the
two.
Is there any dissonance ?
Individual Activity - Personal Values
vs. Agency Values Conflict
Choose a situation where you are in
conflict with the expectations of your
agency
Fill out Automatic Thoughts and
Feelings, Preferred Outcomes and
Mindful Thoughts and Feelings
Dont fill out the Action section
 Personal Values vs. Agency
Values Conflict
Did you have automatic thoughts or
feelings? Were they risky?
How did you express those automatic
thoughts or feelings?
What were your behaviors?
What were the positive and negative
consequences of those behaviors?
Personal Vision and Organizational
Context
Do your personal beliefs impact your
organizational expectations?
Do your personal beliefs impact your
expectations as a supervisor?
The Mindful Supervisor
360 Supervisor Skills
Assessment Instrument
 360 DEGREE FEEDBACK,
aka Using Your Mirrors
There is a way to do it better . . .
find it.

Thomas A. Edison, describing his research

strategy
 360 DEGREE FEEDBACK

Three Reasons We Reject

Feedback Given By Others

Unwillingness to Challenge Self-

perceptions
Fear of Exposing Weaknesses
Fear of Unbalanced Feedback
Lepsinger, Lucia; The Art and
Science of 360 Feedback
 360 DEGREE FEEDBACK

Unwillingness to Challenge
Self-perceptions
Comfort zones are comfortable
Why mess with a good thing?
A strong belief in oneself and
ones ability are important
factors in management
confidence
 360 DEGREE FEEDBACK

Fear of Exposing Weaknesses

And a voluntary 360 is like
asking for our weaknesses to be
exposed publicly
Can set up defensiveness and
denial
Are you calling me fat?
 360 DEGREE FEEDBACK

Fear of Unbalanced Feedback

People will only see the
negatives
The good things I do will be
overlooked and ignored
Nobodys perfect, but Im not a
total idiot
 MINDFULNESS

A technique in which a person

becomes purposefully aware of
his/her thoughts, feelings and
decisions in the present moment,
non-judgmentally.
It serves as a pre-requisite to
developing insight and wisdom.
 Supervisory Self Awareness Notes
SITUATION AUTOMATIC PREFERRED MINDFUL ACTION
THOUGHTS OUTCOME THOUGHTS
AND FEELINGS AND FEELINGS
(Real) (Desired)
 EFFECTIVE
COMMUNICATION

Change your
thinking and you
change your world.
Performance Objectives:

Discuss the value of Stephen Coveys

Habit #5.
Identify the three components of
verbal communication and the
percentage of information found in
each.
Explain the relationship of Self Talk
to the Communications model and to
the Cognitive/Behavioral Model.
Performance Objectives:

Describe the Arc of Distortion.

Utilize the Left-Hand Column
Model to analyze thoughts and
feelings.
 Habit #5

Seek first to understand and

then to be understood.

Stephen R. Covey,
The 7 Habits of Highly Effective People, 1990.
Communication Assessment
Courageous Communication. Win-win;
we constantly learn from and grow
with each other.
Problems occur; we work to fix them.
Repeat as necessary. Pretty much on
the same page.
Agree to Disagree, then step away. Id do
more if you would.
Adversarial; I win, you lose. Its mostly
your fault. Contentious.
Sabotage Communication. Enemies,
enemies; everywhere you look.
Communication Assessment
Courageous Communication. Win-win;
we constantly learn from and grow
with each other.
Problems occur; we work to fix them.
Repeat as necessary. Pretty much on
the same page.
Agree to Disagree, then step away. Id do
more if you would.
Adversarial; I win, you lose. Its mostly
your fault. Contentious.
Sabotage Communication. Enemies,
enemies; everywhere you look.
 Communication and Trust
Empathy/Caring

Competence/
Commitment/
Expertise
Dedication

Honesty/Openness
3 Components of Communication
Language 7%
Body Language
55%

Paralanguage
38%
The Communication Iceberg

10%
Communication
skill level

90%
Attitude, motivational
level
 Seek first to
Behaviors
understandof
and then
Courageous
to be
Communication
understood.
in Supervision
Stephen R. Covey
 The Communication Model

Feedback

>>> >>> >>> >>>

FILTERS

FILTERS
>>> >>> The >>> >>>
>>> >>> Message >>> >>>
>>> >>> >>> >>>

The The
Sender Receiver
The Responsibilities of the Receiver

>>> >>> >>> >>>

FILTERS

FILTERS
>>> >>> The >>> >>>
>>> >>>
Messag >>> >>>
e
>>> >>> >>> >>>

The The
Sender
Receiver
How do you know someone is
NOT listening?
Receiver Filters

What we are thinking and feeling,

while the other person is speaking.

Our Self Talk

 Receiver Filters
Self Talk

>>> >>> >>>

FILTERS
FILTERS

>>> >>> The >>>

>>> >>>
Messag
e >>>
>>> >>>
>>>

The
Sender
The
Receiver
 Arc of Distortion
YES
What you
actually heard

Arc of Distortion MAYBE

I know you believe you understand what you

think I said, but I am not sure you realize that
what you heard is not what I meant. Unknown
 Focus on the
Situation, Issue or
Behavior and Not
on the Person.
Achieve Global
Advocacy and Inquiry

Advocacy: n. an advocating: a speaking

or writing in support (of something)

Inquiry n. 1. The act of inquiring. 2. An

investigation or examination. 3. A
question; query.
1. Temporarily suspend your
internal filters

2. Listen

3. Ask questions about what

you hear

4. Ask more questions about

the answers you receive
Mindfulness in communication

P
Cognitive Behavior
Behavioral
Observe and describe the behavior
Communicate appropriate approval or disapproval
Require appropriate response and commitment to change
Support and follow up

Cognitive
Pay attention to thoughts and feelings
Notice & appreciate risk in thinking
Use new thinking to reduce risk
Practice until good
Support & follow up

25
Fight or Flight?
Fight Flight
Expression of anger Withdrawal
Subtle sarcasm Feeling sorry for
oneself
Sharp answers Sulking
Clever comebacks Growing cold
Being indifferent
Belittling humor
Escaping
Judgments involvement
Escaping
responsibilities
Cognitive/Behavioral Model
Consequences

Situation Behavior

Thoughts Feelings
 Change your
thinking and you
change your world.
 Receiver Skill Sets
Check your filters

Check your Self Talk

Work on reducing your Arc of

Distortion

Practice the 4 Steps of Inquiry

Responsibility of the Sender

>>> >>> >>> >>>

FILTERS

FILTERS
>>> >>> The >>> >>>
Message
>>> >>> >>> >>>
>>> >>> >>> >>>

The
The Receiver
Sender
>>>
>>>
>>>
>>>
Sender
>>> >>> Filters
>>> >>>

Left-hand Column Right-hand Column

What Im What is
thinking said
 Left-hand Column
Exercise
Left-hand Column Right-hand Column
Jon: I heard you bought
a new car.
You: Yes, I got a new red
sports car.
Jon: Really, what kind?
You: A Jaguar.
Jon: A brand new one
You: You betcha.
 Left-hand Column
Exercise
Left-hand Column Right-hand Column
Jon: How can you afford Jon: I heard you bought
a new car? a new car.
You: Woo hoo! Look at You: Yes, I got a new red
me now sports car.
Jon: Probably a Ford Jon: Really, what kind?
You: A Convertible You: A Jaguar.
Jon: Its probably a 1970. Jon: A brand new one
You: Eat your heart out You: You betcha.
 Left-hand Column
Exercise
Left-hand Column Right-hand Column
Q: How long have you
been working as a
supervisor?
A: About a year.
Q: Have you had any major
concerns with staff?
A: Yea, a couple of times.
Q: So did you talk to
anyone about your
concerns?
A: No, I didnt want my
peers to think I was
weak.
 Sender Filters
>>> >>>
>>> >>>
>>> >>>
>>> >>>

Left-hand Column Right-hand Column

What Im What is
thinking said
 Reflection: Using Your Left-hand
Column as a Resource
What was I trying to accomplish?
Did I achieve the results I wanted?
How might have my comments contributed
to the difficulties?
Why didnt I say what was in my left hand
column?
What assumptions did I make about the
other person or people?
How can I use my left-hand column as a
resource to improve communications?
 The Message

>>> >>> >>> >>>

The

FILTERS
FILTERS

>>> >>> >>> >>>

>>> >>> Message >>> >>>

>>> >>> >>> >>>

The
The
Receiver
Sender
Communication Stoppers

This is the way it is

Youre wrong
Whats your proof
Whatever
You
We vs. They or Us vs. Them
GOSSIP
To look outward is
to blame;

to look inward is to
own.
When the relationship is not well
established, a chapter of words wont
be sufficient to communicate
meaning because meanings are not
found in words they are found in
people.
Covey, Stephen R., The 7 Habits of Highly Effective
People, Simon & Schuster, New York, NY, 1990.
How to get your point across
State your main point immediately
Use language easily understood
Write to the needs of the listener
Spell correctly
Have a friend or co-worker review it
Dont assume with e-mail
 The Filters

>>> >>> >>> >>>

FILTERS

FILTERS
>>> >>> The >>> >>>
>>> >>> Message >>> >>>
>>> >>> >>> >>>
The
The Receiver
Sender
Story of the Pioneer
During the days of wagon trains moving west, a rest station formed
overnight in Northern Minnesota. Most wagon trains passed through this
station. One old gentlemen always greeted each group of pioneers. One
day, a family of pioneers asked the old man what the people were like out
west. The old man says, What were the people like where you came
from? The pioneer says, Oh, they were great people. In fact, our
neighbors all got together and bought us this buckboard. We are really
going to miss them. Well, says the old man, you are in luck. That is
exactly how the people are out west were you are going.
A month or so later, another pioneer family passed through the rest station.
They approached the old man and asked him what the people were like out
west. The old man says, What were the people like where you came
from? The pioneer says, They were mean and despicable and always
trying to cheat us. That is why we left the East to go out west. Well,
says the old man, (fill in the blank)
MAKING DECISIONS
AND CREATING
SOLUTIONS
Performance Objectives:

Apply the Cognitive/Behavioral

Model to past outcomes.
Develop an alternative list of
Thoughts and Feelings related
to a past outcome.
Coach others in the use of the
Cognitive/Behavioral Model
related to past outcomes.
 Supervisory Self Awareness
Notes
SITUATION AUTOMATIC PREFERRED MINDFUL ACTION
THOUGHTS OUTCOME THOUGHTS
AND FEELINGS AND FEELINGS
(Real) (Desired)
Supervisory Self Awareness
Notes
State the situation objectively
Identify your thoughts and feelings
Identify any risky thoughts/feelings
What behavior did you choose?
What were the consequences?
Supervisory Self Awareness
Notes
Brainstorm a list of new thoughts
and feelings to replace your risky
thoughts and feelings
Decide what new thoughts and
feelings will bring you closer to the
outcome you desire
Decide the action you will take
following those new thoughts and
feelings
VALUING
DIFFERENCES
Performance Objectives:
Identify professional strengths in
four color types.
Develop and present non-labeling
Differences presentation.
Apply the color types to a job-
specific event.
Relate the color types to agency
diversity practices.
True Colors

Blue

Gold

Green

Orange
 3. VALUING
DIFFERENCES
BLUE
Sympathetic, personal
Relationship oriented, cherish
harmony
Process rather than content
Can project uncertainty
Adept at interacting with and
supporting others
I personally dont care
whether it needs to be fixed or
not as long as we all agree.
 3. VALUING
DIFFERENCES
GOLD
Prefers practical, realistic plans
Measurable goals; rational
Blueprint with time lines, e.g.
PERT chart
Follow-through
May be rigid and formulaic
Honors traditional methods
If it aint broke, dont fix it.
 3. VALUING
DIFFERENCES
GREEN
Abstract, analytical, inventive
Create new systems and improve
designs
My head rules my heart, logically
Appreciate work that is mentally
stimulating
May question authority, be
impatient with routine
Long-range focus
It needs to be fixed on some level.
 3. VALUING
DIFFERENCES
ORANGE
Experimentation, pilot projects
Change is an on-going process
Timing is everything
Short-range focus
Desire immediate results/instant
gratification
We havent changed things for a
while, so why not today?!
True Colors Activity

What are the strengths of your color?

What attributes does your group possess

that each of the other groups should
possess? Explain why.

BE PERSUASIVE AND DIRECT.

True Colors Activity

Develop and present a brief

lesson to the large group,
dealing with True Colors
in a non-pejorative fashion.
Review

What have you learned or taught

yourselves from this exercise?
Encouraging
Performance
Performance Objectives:

Explain the concept of reinforcement as a

relative relationship
Discuss the value of a 4:1, positive : negative
reinforcement ratio
Describe the steps for using negative
consequences
Examine the value of modeling in the
effective use of authority
Reinforcement
Exists in the relationship
between things
Incentives and rewards
should always be
individualized
Reinforcement
Positive Reinforcement is the
introduction of something desired
to increase a behavior
Negative Reinforcement is the
removal or reduction of something
undesirable to increase a behavior
4:1 WATCH YOUR RATIO!

4 INCENTIVES AND POSTIVE

REINFORCERS

matched with

1 LIMITS AND NEGATIVE

CONSEQUENCES
 ENCOURAGING
PERFORMANCE

FOR MOST PEOPLE . . .

Attention is like sunshine to us
What we give our attention to, grows
What we ignore, withers
 ENCOURAGING
PERFORMANCE

We Learn By:

What We See and Hear

(Observe)
What We Practice (Model)
What Is Reinforced
 ENCOURAGING
PERFORMANCE

Therefore, make sure:

Staff SEE desired behavior;
Staff HEAR desired behavior;
Staff PRACTICE desired
behavior; and
Staff ARE REINFORCED
when desired behavior is
demonstrated.
 ENCOURAGING
PERFORMANCE
Key Components of Positive
Reinforcement:
Noticing
Sincerely praise progress (any
progress)
The more frequently and
sincerely you pay attention to
a behavior, the more it will be
repeated
 Limits and
Negative Consequences

Apply immediately to extinguish

unwanted behavior
Follow through
Apply at the level of the behavior
Apply consistently
Use a variety of negative limits and
consequences
 Limits and
Negative Consequences

Use short-sweet consequences, never

spread out or use harsh and extensive
consequences
Apply these unemotionally or with
neutral affect
Stop showing disapproval once the
current behavior is extinguished.
Effective Use of Authority

Clarify expectations

Set standards

Provide respectful feedback

Model desired behaviors

 Avoid The Boss Traps

1. Arguing for change

2. Assuming the expert role
3. Criticizing, shaming or blaming
4. Labeling
5. Being in a hurry
6. Claiming preeminence
 Not Listening: Roadblocks
(Thomas Gordon)

1. Ordering, directing, commanding

2. Warning, cautioning, threatening
3. Giving advice, providing suggestions and solutions
4. Persuading with logic, arguing, lecturing
5. Moralizing
6. Disagreeing, judging, criticizing, blaming
7. Shaming, ridiculing, labeling
8. Interpreting, analyzing
9. Reassuring, sympathizing, consoling
10. Questioning, probing, interrogating
11. Withdrawing, distracting, humoring, changing the
subject
Encouraging Performance
Instead:
Roll with resistance. Defending breeds
defensiveness. Resistance is a signal to
respond differently.
Avoid arguing for change. Labeling is
unnecessary.
Use momentum to positive advantage.
Invite new perspectives rather than
impose them.
Encouraging Performance
And:
Recognize Change Talk; Support it.
Notice it; Reflect it; Dont ignore it.
Ask for examples/elaboration. The
employee is the primary source for new
answers and solutions.
Affirm change talk (reinforce,
encourage, support).
Summarize; paraphrase.
Reminder!

People change
because
they think they
have
a problem, not
because
you think they
have
Summary
Reinforcement can be both
positive and negative

Incentives and rewards should

always be individualized

Remember the 4:1 ratio

Model desired behaviors

Team Building
Performance Objectives:
Accomplish guided team
activities
Utilize previous training material
during team building activities in
order to increase team
effectiveness
Coach class members regarding
relevant skill sets demonstrated
during team building activities
Exercise Choices:
Snow Survival
Control Tower
Blind Shapes
Hollow Square
Observers
How was the team practicing
effective communication skills?
Did the team use cognitive
behavioral techniques?
What decision making and
creating solution skills did you
observe being used?
Habit #7: Sharpen the Saw
8. SUPERVISORY
DEVELOPMENT PLAN
8. SUPERVISORY
DEVELOPMENT PLAN
The Supervisory Development
Plan is the bridge between this
course and your return to the
work site. It puts everything
into the context of the bigger
picture.
8. SUPERVISORY
DEVELOPMENT PLAN
To begin your Supervisory
Development Plan, use these
lists to decide which areas are
strengths and challenges for
you.

With each of these areas fill out a

Supervisory Self Awareness
Worksheet.
8. SUPERVISORY
DEVELOPMENT PLAN
In the Situation column of the
worksheet, list the situations you see
you most need improvement in.

List your thoughts and feelings, both

automatic and mindful, and then the
preferred outcomes.

What action do you plan to take to

increase your effectiveness in each
area?
8. SUPERVISORY
DEVELOPMENT PLAN
If you have Supervisory
Self Awareness
worksheets unfinished

Fill out the bottom half of

the Action part of the
formwhat will your
actions be now?
Thank you all for your time,
energy, thoughts and feelings.

A Production of the Great Western

Regional Field Coordinators 2005-2007
Dr. John Eggers Correctional Program
Specialist, NIC