Module 7 case study

SUPERVISION CASE STUDY PROJECT

In this course, you will complete a final project on identifying and resolving supervisee/trainee

performance issues in the workplace. The objective of this assignment will be to create a brief

presentation that demonstrates your ability to pinpoint performance issues, identify potential

solutions, and measure the success of an intervention.

For this project, you will either:

• Report a real-life performance issue experienced by yourself or colleagues, or

• Create a hypothetical scenario of a performance issue in the workplace

Using the Performance Diagnostic Checklist – Human Services (provided to you during Module

7), you will analyze a pinpointed supervisee/trainee behavior from your situation/scenario and

determine a potential intervention to implement and strategy for measuring success.

You will present your assessment and intervention process via a 5-10 minute PowerPoint (or

similar) presentation. You may choose to present via recording or live during your Module 9

virtual live class. Both recorded and live presenters must submit their presentation slide decks

in Canvas (preferably in exported PDF format), and both the slide decks and recorded

presentations must be submitted at least 24 hours before the Module 9 live class.

SUPERVISION CASE STUDY PROJECT

1. Title Slide

• Should include your name and general title of your presentation (e.g., Repeated Delay in

Data Collection)

2. Scenario Slide

• Describe a staff performance issue you’ve observed or experienced or write a hypothetical

scenario of a staff performance issue in the workplace. Include contextual information,

including the setting, relevant relationships between individuals in the scenario/situation,

and environmental variables that will help inform your PDC-HS process later.

3. Pinpoint Slide:

• Pinpoint the staff behavior of interest for increase or decrease. Ensure that your definition

follows all the requirements of a high-quality pinpoint (measurable, observable, passes the

“dead person’s” test, not a non-behavior, etc.) Please review content in Module 3 for a

refresher on appropriate pinpoints.

4. PDC-HS Slides (x4):

• Conduct a mock PDC-HS related to your scenario and briefly describe your findings for each

section on separate slides. You should have a slide each for:

o Training

o Task Clarification and Prompting

o Resources, Materials, & Processes

o Performance Consequences, Effort, and Competition

SUPERVISION CASE STUDY PROJECT

5. Intervention Slide:

• Select the intervention that you believe will have the greatest impact on the behavior of the

supervisee/trainee member. Provide a list of resources needed to implement the

intervention (including people, time, funding, etc.), and a task analysis of the steps you

would take to put the intervention in place.

6. Measuring Success Slide:

• Describe what data you would collect to determine if the intervention was successful and

how you would collect those data. For a refresher on measurement strategies, please

review the content from Module 3.

Whether the presentation is recorded or live, it is expected that the presenter will speak clearly, so that all

words are audible. It is also expected that the presenter will be prepared and articulate the information on

the slides in a smooth and controlled manner (i.e., deliver pertinent information without long pauses or

repetition of filler words).

SUPERVISION CASE STUDY PROJECT

Rubric – 100 Points

Criteria 5 Points 3 Points 0 Points

Presentation:

The speaker was

audible, and the

presentation was submitted on time.

All criteria met.

One Criterion was

met.

No criteria were

met.

Criteria 5 Points 3 Points 0 Points

Title Slide:

Presentation title and student name

clearly indicated

All criteria met.

One Criterion was

met.

No criteria were

met.

Criteria 10 Points 5 Points 0 Points

Scenario Slide: Included relevant contextual information, including the setting, relevant relationships between individuals in the scenario/situation, and environmental variables.

All criteria met.

At least (50%) of

the criteria were

met.

Less than 50% of

criteria were met.

Criteria 20 Points 10 Points 0 Points

Pinpoint Slide:

High-quality

pinpoint was

provided (e.g., measurable,

observable, and reliable)

All criteria met.

At least 66% of

criteria met.

Less than 66%

of criteria met.

SUPERVISION CASE STUDY PROJECT

Criteria 20 Points 10 Points 0 Points

PDC-HS Slides (x4)

Evidence of a

completed PDC-HS describing each of

the following areas on individual slides:

1. Training

2. Task Clarification

and Prompting,

3. Resources, Materials, and

Processes

4. Performance

Consequences,

Effort, and Competition

All slides were

present and

supported.

At least 50% of the

slides were present

and well supported

or all slides were

present but not well

supported.

Less than 50% of

the slides were

present or were

poorly supported

(i.e., no evidence

PDC-HS was

utilized)

Criteria 20 Points 10 Points 0 Points

Intervention Slide:

A list of resources listed to implement the intervention (including people, time, funding, etc.), and a task analysis of intervention.

All criteria met.

Task analysis was

present, but not

comprehensive

and/or resources

were mentioned,

but not adequate.

Task analysis was

not present or

very weak and/or

list of resources

were not present.

Criteria 20 Points 10 Points 0 Points

Measuring success:

A behavior analytic

measurement and

data collection procedure was

described in a way it could be

replicated.

All criteria were

met.

At least 50% of

criteria were met.

Less than 50% of

criteria were met.

1

Employee’s Name: _____________________ Interviewer: _____________________ Date: _____________ Describe Performance Concern: ________________________________________________________________

1 ¦ Yes ¦ No Has the employee received formal training on this task? If yes, check all

applicable training methods: ¦ Instructions ¦ Demonstration ¦ Rehearsal 2* ¦ Yes ¦ No Can the employee accurately describe the target task and when it should be

performed?* 3 ¦ Yes ¦ No Is there evidence that the employee has accurately completed the task in the

past? 4* ¦ Yes ¦ No

¦ N/A If the task needs to be completed quickly, can the employee perform it at the appropriate speed?*

1 ¦ Yes ¦ No Has the employee been informed that he/she is expected to perform the task? 2* ¦ Yes ¦ No Can the employee state the purpose of the task? 3* ¦ Yes ¦ No Is a job aid (e.g., a checklist, data sheet) for completing the task visibly located in

the task area? 4 ¦ Yes ¦ No Is the employee ever verbally, textually, or electronically reminded to complete

the task? 5 ¦ Yes ¦ No Is the task being performed in an environment well-suited for task completion

(e.g., not noisy or crowded)?

1 ¦ Yes ¦ No Are there sufficient numbers of trained staff available in the program? 2* ¦ Yes ¦ No

¦ N/A If materials (e.g., teaching stimuli, preferred items) are required for task completion, are they readily available (e.g., easy to find, nearby)? If no materials are required, proceed to question 5. List materials below and indicate their availability. Item 1: _________________________ Item 2: _________________________ Item 3: _________________________ Item 4: _________________________

Instructions: Answer the questions below about the employee’s specific performance problem (not the employee in general). The problem should be operationalized as either a behavioral excess or deficit. Items with an asterisk (*) should be answered only after the information is verified through direct observation.

TRAINING

TASK CLARIFICATION & PROMPTING

RESOURCES, MATERIALS, & PROCESSES

PDC-HS Performance Diagnostic Checklist – Human Services

2

3* ¦ Yes ¦ No ¦ N/A

Are the materials necessary to complete the task well designed for their intended purpose?

4* ¦ Yes ¦ No ¦ N/A

Are the materials necessary to complete the task well organized for their intended purpose?

5 ¦ Yes ¦ No Can the task be completed without first completing other tasks?? If not, indicate below the tasks that must be completed first. Task 1: ________________________ Task 2:_________________________ Task 3: ________________________ Task 4: _________________________

6 ¦ Yes ¦ No ¦ N/A

If you answered NO for Question 5, are other employees responsible for completing any of the earlier tasks in the process? If so, indicate the employee(s) below. Task 1: ________________________ Task 2: _________________________ Task 3: ________________________ Task 4: _________________________

1 ¦ Yes ¦ No Is the employee ever directly monitored by a supervisor? If so, indicate the

frequency of monitoring. ¦ hourly ¦ daily ¦ weekly ¦ monthly ¦ Other: __________________

2 ¦ Yes ¦ No Does the employee ever receive feedback about the performance? If yes, indicate below. By whom? ______________ How often? ______________ Delay from task? ______________ Check all that apply: Feedback Focus: ¦ Positive ¦ Corrective Feedback Type: ¦ Written ¦ Verbal ¦ Graphed ¦ Other: ____________________

3 ¦ Yes ¦ No Does the employee ever see the effects of accurate task completion? If yes, how? _______________________________________

4 ¦ Yes ¦ No Is the task simple or does it involve relatively low response effort? 5 ¦ Yes ¦ No Does the task generally take precedence over other potentially competing tasks?

If not, indicate these competing tasks below. Task 1: ________________________ Task 2: _________________________ Task 3: ________________________ Task 4: _________________________

PERFORMANCE CONSEQUENCES, EFFORT, & COMPETETION

3

Area Item # Sample Intervention(s) Literature Citations Training 1, 2, 3, 4 Behavioral skills training (i.e.,

instructions, modeling, rehearsal, feedback) Improved personnel selection

• Barnes, Dunning, & Rehfeldt (2011)

• Nabeyama & Sturmey (2010) • Gatewood, Feild, & Barrick

(2008) Task

Clarification & Prompting

1, 2 Task clarification & checklists • Cunningham & Austin (2007) • Gravina, VanWagner, & Austin

(2008) • Bacon, Fulton, & Malott (1982)

3, 4 Prompts • May, Austin, & Dymond (2011) • Petscher & Bailey (2006)

5 Change/alter task location • Green, Reid, Passante, & Canipe (2008)

Resources, Materials, & Processes

1 Adjust staffing • Strouse, Carroll-Hernandez, Sherman, & Sheldon (2003)

2, 3, 4 Improve access to (2), redesign (3), or reorganize (4) task materials

• Casella, Wilder, Neidert, Rey, Compton & Chong (2010)

5, 6 Reassess task process and

personnel • Diener, McGee, & Miguel (2009) • McGee & Diener (2010)

Performance Consequences,

Effort, & Competition

1

2

3

4

5

Increased supervisor presence Performance feedback Regularly highlight task outcomes Reduce task effort Reduce aversive task properties

• Brackett, Reid, & Green (2007) • Mozingo, Smith, Riordan, Reiss,

& Bailey (2006)

• Arco (2008) • Green, Rollyson, Passante, &

Reid (2002)

• Methot, Williams, Cummings, & Bradshaw (1996)

• Casella, Wilder, Neidert, Rey,

Compton, & Chong (2010) • Green, Reid, Passante, &

Canipe (2008)

INTERVENTION PLANNING

Instructions: Each item scored as NO on the PDC-HS should be considered as an opportunity for intervention with priority given to areas in which multiple items are endorsed. Interventions may be implemented concurrently or consecutively, with the latter option being preferred for settings in which staff resources are limited. Sample interventions and illustrative literature citations for each area are provided below.

4

Arco, L. (2008). Feedback for improving staff training and performance in behavioral treatment programs.

Behavioral Interventions, 23, 39–64. Bacon D. L., Fulton, B. J., & Malott R. W. (1982). Improving staff performance through the use of task checklists.

Journal of Organizational Behavior Management, 4(3/4), 17–25. Barnes, C. S., Dunning, J. L., & Rehfeldt, R. A. (2011). An evaluation of strategies for training staff to implement

the picture exchange communication system. Research in Autism Spectrum Disorders, 5, 1574–1583. Brackett, L., Reid, D. H., & Green, C. W. (2007). Effects of reactivity to observations on staff performance.

Journal of Applied Behavior Analysis, 40, 191–195. Casella, S. E., Wilder, D. A., Neidert, P., Rey, C., Compton, M., & Chong, I. (2010). The effects of response

effort on safe performance by therapists at an autism treatment facility. Journal of Applied Behavior Analysis, 43, 729–734.

Cunningham, T. R., & Austin, J. (2007). Goal setting, task clarification, and feedback to increase the use of the hands-free technique by hospital operating room staff. Journal of Applied Behavior Analysis, 40, 673– 677.

Diener, L. H., McGee, H. M., & Miguel, C. F. (2009). An integrated approach for conducting a behavioral systems analysis. Journal of Organizational Behavior Management, 29, 108–135.

Gatewood, R. D., Feild, H., S., & Barrick, M. (2008). Human resource selection (6th ed.). Independence, KY: Cengage Learning.

Gravina, N., VanWagner, M., & Austin, J. (2008). Increasing physical therapy equipment preparation behaviors using task clarification, graphic feedback and modification of work environment. Journal of Organizational Behavior Management, 28, 110–122.

Green, C. W., Rollyson, J. H., Passante, S. C., & Reid, D. H. (2002). Maintaining proficient supervisor performance with direct support personnel: An analysis of two management approaches. Journal of Applied Behavior Analysis, 35, 205-208.

Green, C., Reid, D., Passante, S., & Canipe, V. (2008). Changing less-preferred duties to more-preferred: A potential strategy for improving supervisor work enjoyment. Journal of Organizational Behavior Management, 28, 90–109.

May, R. J., Austin, J. L., & Dymond, S. (2011). Effects of a stimulus prompt display on therapists' accuracy, rate, and variation of trial type delivery during discrete trial teaching. Research in Autism Spectrum Disorders, 5, 305–316.

McGee, H. M., & Diener, L. H. (2010). Behavioral systems analysis in health and human services. Behavior Modification, 34, 415–442.

Methot, L., Williams, L., Cummings, A., & Bradshaw, B. (1996). Effects of a supervisory performance feedback meeting format on subsequent supervisor-staff and staff-client interactions in a sheltered workshop and a residential group home. Journal of Organizational Behavior Management, 16(2), 3–25.

Mozingo, D. B., Smith, T., Riordan, M. R., Reiss, M. L., & Bailey, J. S. (2006). Enhancing frequency recording by developmental disabilities treatment staff. Journal of Applied Behavior Analysis, 39, 253–256.

Nabeyama, R., & Sturmey, P. (2010). Using self-recording, feedback, modeling, and behavioral rehearsal for safe and correct staff guarding and ambulation distance of students with multiple physical disabilities. Journal of Applied Behavior Analysis, 43, 341–345.

Petscher, E. S., & Bailey, J. S. (2006). Effects of training, prompting, and self-monitoring on staff behavior in a classroom for students with disabilities. Journal of Applied Behavior Analysis, 39, 215–226.

Strouse, M. C., Carroll-Hernandez, T. A., Sherman, J. A., & Sheldon, J. B. (2003). Turning over turnover: The evaluation of a staff scheduling system in a community-based program for adults with developmental disabilities. Journal of Organizational Behavior Management, 23, 45–63.

REFERENCES