1. An Inclusive Model of Supervision: Modeling the Way
Matthew R. Shupp, Assistant Professor, Shippensburg University Amy B. Wilson, Assistant Professor, Buffalo State College
Carmen M. McCallum, Assistant Professor, Eastern Michigan University
Monday, March 5, 2018

2. Goals for the Session
Introduce the Inclusive Supervision Model for Student Affairs
Assess current inclusive supervision practices using the Inclusive Supervision Inventory for Student Affairs
Identify ways in which to enhance inclusive supervision practices

3. Introductions Who are we? Why inclusive supervision?
What are you interests in the topic?

4. Theoretical Background
Supervision in Student Affairs
Developmental supervision (Stock-Ward & Javorek, 2003); Synergistic supervision (Winston & Creamer, 1998)
Multicultural Competence
Awareness, knowledge and skills (Pope, Reynolds, & Mueller, 2004)
Multicultural Supervision
Culturally responsive supervision in counseling field results in increased satisfaction of staff (Fukuyama, 1994; Helms & Cook, 1999; Lawless, Gale, & Bacigalupe, 2001)

5. Overview of our Research
Qualitative Portion:
Do you view your supervisor as multiculturally competent?
What do they do that demonstrates this competence?
Developed themes and initial model
Quantitative Portion:
Used data from interviews to construct action items for instrument
Validated instrument which resulted in final model and self-assessment inventory.

7. Creating Safe Spaces
Creation of environments where individuals are comfortable being themselves, where all are able to freely express their identities and voices, and difficult and challenging conversations are welcomed.

8. Supervisor Vulnerability
Willingness and ability to admit to lack of knowledge, mistakes, and demonstrating an openness to feedback.

9. Building Capacity in Others
Intentionally developing the multicultural competence of others in informal and formal ways.
Modeling, empowering and navigating
Professional development, training, and performance evaluations

10. Cultivating the Whole-Self
An individual approach to supervision that recognizes an individual’s identity, culture, hobbies, personal obligations and values and how those may intersect with one’s professional self.

11. Barriers to Inclusive Supervision
Fear of vulnerability
A lack of trust
A lack of authenticity
A lack of self-awareness
Fear of vulnerability – Fear of admitting that you may not know everything and appearing incompetent.
Lack of Authenticity – Multicultural efforts lack a genuine approach and can appear as if one is trying too hard. When there is an incongruence between words and actions.
Lacks awareness of personal limitations– Not recognizing how one’s identity impacts the supervisory relationship or the limits of one’s own knowledge.
Lack of trust in the supervisory relationship – lacks two way and open communication

12. Inclusive Supervision Inventory for Student Affairs (ISISA)
Self-assessment tool for understanding your strengths related to Inclusive Supervision.
Assuming you are in a supervisory capacity/role, complete the inventory reflecting on how frequently you engage in the stated behaviors.

13. Scoring the ISISA Your overall score and what does it mean?
0-24 Rarely engages in Inclusive Supervision practices
25-48 Sometimes engages in Inclusive Supervision practices
49-72 Often engages in Inclusive Supervision practices
73-96 Actively engages in Inclusive Supervision practices
What can you learn from your subscale scores?
What components of Inclusive Supervision are your strongest?
What components might you spend more time developing?

14. Becoming a more Inclusive Supervisor
Creating Safe Spaces
Solicit and openly welcome feedback on your supervisory skills
Make an effort to accommodate different learning and personality styles
Demonstrate care for staff wellbeing
Help staff navigate organizational and institutional culture

15. Becoming a more Inclusive Supervisor
Supervisor Vulnerability
Seek out new opportunities to enhance your own knowledge on issues of diversity
Openly acknowledge mistakes or the limits of your knowledge or experience
Seek constructive feedback
Demonstrate humility and an openness to change

16. Becoming a more Inclusive Supervisor
Capacity Building in Others
Encourage and promote the development of multicultural competence through PD, training, or informal conversations
Model a “lived philosophy of inclusion” in your daily interactions, hiring practices, and operations
Challenge your staff to see areas of privilege or opportunities for inclusion

17. Becoming a more Inclusive Supervisor
Cultivating the Whole Self
Demonstrate a willingness to learn about the unique identities of your supervisees
Recognize, acknowledge, and celebrate aspects of individuals’ identities in the workplace (as welcomed by those staff)
Provide opportunities for staff to share/discuss their identities

18. Concluding Thoughts
Supervisor’s role is increasingly important in the retention of staff
Continual self-reflection on supervisory practices is necessary
Adopting an inclusive model or approach to supervision may enhance perceived effectiveness

19. Questions & Comments

20. Thank you for joining us today!
Please remember to complete your online evaluation following the conference.
See you in Los Angeles in 2019!

21. References
Fukuyama, M. A. (1994). Critical incidents in multicultural counseling supervision: A phenomenological approach to supervision research. Counselor Education and Supervision, 34, 142–151.
Helms J. E., & Cook, D. A. (1999). Using race and culture in counseling and psychotherapy: Theory and process. Boston: Allyn & Bacon.
Lawless, J. J., Gale, J. E., & Bacigalupe, G. (2001). The discourse of race and culture in family therapy supervision: A conversation analysis. Contemporary Family Therapy, 23, 181–197.
Pope, R.L., Reynolds, A. L., & Mueller, J. A. (2004). Multicultural competence in student affairs. San Francisco, CA: Jossey-Bass.
Stock-Ward, S. R. & Javorek, M. E. (2003). Applying theory to practice: Supervision in student affairs. NASPA Journal, 40(3),
Winston, R. B., Jr., & Creamer, D. G. (1997). Improving staffing practices in student affairs. San Francisco: Jossey-Bass.