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Supervision – Work Enjoyment Biagi

Supervision Essentials for Behavior Analysts With Shannon Biagi, MS, BCBA (she/her)

Note: This training program is based on the BACB® Supervisor Training Curriculum Outline (2.0) but is offered independent of the BACB®.

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Supervision – Work Enjoyment Biagi

Reinforcement and Work Enjoyment

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Supervision – Work Enjoyment Biagi

Objectives

The goals of this lesson are to: • Identify the role of supervisor support on job satisfaction, turnover, and

burnout

• Determine assessment strategies for factors related to work enjoyment, including burnout, supervisor support, and job crafting behaviors

• Identify characteristics of high-quality positive feedback

• Select the positive impacts of integrating personalized reinforcement systems into supervision practices

• Determine the impact of aversive control and extinction in work settings, and strategies for decreasing aversiveness of job tasks

• Identify BACB® recommended actions for professional development of supervisors, as well as supervisees/trainees

• Determine strategies that supervisors can use to coach self-care repertoires of supervisees/trainees

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Supervision – Work Enjoyment Biagi

Why Focus on Work Enjoyment?

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Challenges in Human Services One of the greatest challenges in the field of behavior analysis is managing and mitigating the burnout of staff, decreasing staff turnover, and cultivating motivation to provide high-quality services. Delivering high quality services requires a high-functioning workforce, and creating and maintaining this workforce is an

ongoing struggle in the field.

Estimates of voluntary turnover in behavior analysis annually are over __%, which is higher than the national average and ___% above similar industries (education, health services, etc.) (Cymbal, et al. 2022).

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Novack & Dixon (2019) Predictors of Burnout, Job Satisfaction, and Turnover in Behavior Technicians Working with Individuals with Autism Spectrum Disorder In this meta-analysis, 5 studies were reviewed on retention, turnover, burnout, and job satisfaction in behavior analysis to determine potential factors contributing to these issues.

Interestingly, benefits and wages earned per hour were not correlated with less intent to turnover, though perceived satisfaction with pay did decrease intention to turnover.

However, a major area of influence over intent to turnover, burnout, and job satisfaction from most studies was _________________.

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Supervision – Work Enjoyment Biagi

On Job Satisfaction

Hantula (2015)

In our post-industrial society, we spend the majority of our waking hours at work. This means that the workplace has the largest influence on our emotional well-being, as well as our ________, family life

quality, and involvement in our __________.

While the construct of job satisfaction is tentatively related to performance (at best) in industrial/organizational psychology literature, it has been directly linked to significant health

outcomes and decreases in illness-based ___________, decreases in depression, increased marital satisfaction, and increased engagement with their families and communities during their free time.

“Emotionally healthy employees are a __________.” – Dr. Donald Hantula This content is protected and may not be shared, uploaded, or distributed other than what has been authorized by the University of West Florida..

Supervision – Work Enjoyment Biagi

The Role of Supervisors in ABA Staff Work Enjoyment Supervisors play a significant role in building highly- motivated and well-adjusted professionals for the field, whether the staff are direct care staff or aspiring analysts themselves.

While supervisors do not directly control all of the systems that may impact our staff’s work enjoyment and job satisfaction, there are many factors that they can control, and have a position in which they can ________ for systems changes on behalf of the staff that they work with.

In order to do so, supervisors can conduct __________ with their staff to determine levels of burnout and, more directly, perceived supervisory support.

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Supervision – Work Enjoyment Biagi

Assessing Factors Related to Work

Enjoyment

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In the ABA and OBM literature, there is a current lack of research on behavioral predictors of work engagement and burnout, and therefore, there are few/no resources for assessing these variables from our journals.

Other fields, such as industrial-organizational psychology, however, have well-developed tools and vocabulary to discuss such predictors, and using these resources can have a great impact on individual and organizational practices in ABA services.

Slowiak & DeLongchamp (2021)

Determining Assessment Strategies

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Supervision – Work Enjoyment Biagi

Demerouti, et al. (2001)

Examples – High work pressure, emotionally- demanding interactions with clients, stimulating

challenges

Examples – Autonomy, skill variety, performance feedback, professional

development opportunities

Examples – Learning history, preferences,

capacity (emotional and physical), prior work

experience/skills

Examples – Private events, self-imposed work overload

or obstacles

Examples – Proactive changes made to tasks,

relationships, and perception of value of

work, work alignment with preferences

There is a complex interplay between personal and professional factors that influence job performance and well- being.

The Job Demands-Resources model provides a framework that can be used to analyze the constellation of variables that may be _________ or ___________ the staff member’s ability to perform well.

Job Demands-Resources Model

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Supervision – Work Enjoyment Biagi

Tims, Bakker, & Derks (2012)

Job Crafting Scale – Assessing Job Crafting Behaviors

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Supervision – Work Enjoyment Biagi

Oldenburg Burnout Inventory – _____ & Motivation Data

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Eisenberger, et al. (2002)

Perceived Supervisor Support (PSS) Questionnaire – ____________ Data

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Supervision – Work Enjoyment Biagi

Using Assessment Tools Proactively From these assessment tools, we can __________ integrate practices into our supervision that mitigate, and allow for early detection of, issues related to burnout and supervisor support.

These include, but are not limited to:

• Providing positive _______ when staff perform well

• Identifying individualized _________

• Reducing _________ control and/or micromanagement

• Reducing aversiveness of job _____ or working environments

• Developing plans for ongoing professional _________ of staff

• Providing mentorship and coaching on ________ repertoires

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Which of the following was not discussed as a factor to evaluate when assessing factors

related to work enjoyment?

Checking in:

a. Burnout

b. Personality

c. Perceived supervisor support

d. Job crafting behaviors

e. All of these are valuable to assess for work enjoyment

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Supervision – Work Enjoyment Biagi

Positive Feedback

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Positive Feedback When discussing feedback, often the conversation focuses on delivering ________ or __________ feedback. However,

positive feedback is an incredibly valuable tool for shaping behavior, increasing confidence and autonomy of team members, and helps us create quality __________ with the people we supervise and manage.

Often, we focus on identifying opportunities for constructive feedback but this must be balanced with finding the things that staff excel at. As Dr. Aubrey Daniels says, we need to

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The ability to “catch ‘em doing good” is easiest when a supervisor is available to engage in __________________ regularly, in which the supervisor is present in the work environment.

In remote work conditions, this can become a greater challenge, but can be done through permanent product reviews and virtual ___________ when needed.

Integrating “catch ‘em doing good” into your regular monitoring and evaluation processes takes _______ and can have a great impact on all facets of organizational health and culture.

“Catch ‘em Doing Good”

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Supervision – Work Enjoyment Biagi Daniels’ (2017) Guide for Positive Reinforcement at Work

Determine how your team members prefer to be recognized. Public? Private? Via email? Face- to-face?

Make sure the feedback highlights things that are valuable to THEM.

Make It __________ Try to catch folks in the act of doing their jobs well. If there must be a delay, ensure that it is as short as possible – before the end of the day, for example.

We know as clinicians the value of immediate reinforcement with clients… it’s the same science.

Make It __________ Can you provide too much positive reinforcement? Only if the delivery is poor.

Reid and colleagues (2021) recommend striving for daily positive feedback for staff.

Make It __________ General statements about performance are unlikely to serve as reinforcers. “Good job” and “great work” do not specify what they did well.

Be specific about what you are providing the positive feedback for, and why it’s important.

Make It _________

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Supervision – Work Enjoyment Biagi

Catch ‘em…

Turning paperwork in on time

Staying calm in a tough situation

Offering help to another employee

Speaking up with a new idea

Volunteering for an extra task

Turning documents in before a due date

Asking for feedback

Asking an ethics-related question

Arriving on time

Following up on a task without prompting

Responding to communication in a timely

manner

Tidying up a community spaceRevising their work

Asking for help

Saying kind words about a colleague

Finishing up a tedious task

Seeking out new learning opportunities

Bringing concerns to the appropriate person

Setting a goal for themselves

Actively participating in training

Changing their behavior based on

feedback

Admitting they made a mistake

Demonstrating they’re listening

Organizing public resources

Making appropriate decisions independently

Making their colleagues laugh

Modeling behaviors for others to learn

Saying “no” when they need toHighlighting someone

else’s accomplishments

Asking for clarification

Providing feedback to someone else

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Luthans, et al. (2007)

PsyCap & Feedback We can use positive feedback to increase private events associated with ”positive ______________________” – a series of four constructs/private event labels that have been demonstrated to impact performance and work satisfaction.

• “Hope” – Providing positive feedback on setting, planning strategies to achieve, and achieving goals/subgoals

• “Resilience” – Providing positive feedback for attempting difficult tasks multiple times, identifying barriers, determining actions based on failures

• “Optimism” – Providing positive feedback on realistic evaluations of their own behavior and environments, identifying the value of their accomplishments

• “Self-efficacy” – Providing positive feedback on independent task completion, autonomy, problem solving

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Example: During her routine performance monitoring, Skye observes Jabari on the trainee computer, getting frustrated as he repeatedly made errors in the formulas he was inputting into a spreadsheet. She walks up behind him and asks him what’s wrong. He says that he’s getting frustrated with the spreadsheet. Skye says:

“Every time you have made a spreadsheet in the past, your work has paid off – they are always SO helpful and make everyone’s jobs easier. You’ve been plugging away at this spreadsheet all morning, and you haven’t given up. Do you know how amazing that is? I know it’s frustrating when the formulas don’t work right away, and you have me and other team members to lean on if you need us or need a break.”

Jabari takes a deep breath and nods. “Thanks,” he says. “I think I’ll step away for a minute and see if any of the other trainees have any thoughts.”

“That’s a great idea,” Skye says. “Want some coffee? I’m about to grab a cup from the break room.”

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Remember: Positive feedback can only be labeled as a ____________ if we have specific performance data that demonstrates an _________ in behaviors related to the feedback.

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Example: Ken, a supervising BCBA and business owner, wanted to provide positive feedback to a staff member for volunteering for extra tasks. He decides that he will provide the feedback during the all-staff meeting later in the week, hoping it will not only provide positive reinforcement for the staff member, but also encourage others to volunteer more.

At the meeting, he spotlights the staff member, saying, “Maria has taken it upon herself to take on some additional responsibilities, and we want to publicly thank her for doing so. Maria is an amazing performer, and you all can learn a lot from her!” Maria’s performance plummets in the following weeks, and soon after, she resigns from the organization.

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Example: During her exit interview, Maria mentions that she was really embarrassed by the public ”positive” feedback. After the meeting, her peers (who also attend class with at her university) began isolating her, saying that she was a “brown-noser” and that she was ”the favorite” of the supervisors.

If Ken had asked Maria how she would prefer to receive her positive feedback, he would have found out that private acknowledgement would have been perfectly sufficient to maintain her behavior. Public feedback (either positive OR constructive) is NOT recommended unless a staff has identified a preference for feedback delivered that way. When in doubt, ask!

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Amari, a new BCBA supervisor, has an email scheduled to be sent to staff telling them

“good job” once a week. This violates Daniels’ feedback guideline of:

Checking in:

a. Make it personal b. Make it immediate c. Make it frequent d. Make it earned e. All of these

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Supervision – Work Enjoyment Biagi

Identifying Effective Reinforcers

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Reinforcers at Work Determining strategies for motivating staff is absolutely essential for any supervisor. Environmental

changes that increase staff behavior are key to creating a workplace of “_____ to” vs. “______ to”, but many supervisors struggle with determining how to find and integrate reinforcement strategies into their

practices.

Through all different types of positive reinforcers, we can cultivate work-related and prosocial behavior of staff, increase the quality of services, reduce motivational issues, mitigate poor reactions to change, and

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Supervision – Work Enjoyment Biagi

Individualization • Every person is interested in and willing to work for different things in

an organization.

• This is based upon their own _____, their history of reinforcement, their goals, wants, and needs, and much more.

• Many times, supervisors choose reinforcement for their staff based upon:

• What the supervisor ___________ if they were the staff member • What a _________ would indicate a staff member would be

interested (think “generational differences”)

• Neither of these strategies is effective in determining reinforcers for employees!

• Additionally, many supervisors make the same reinforcers available to all staff, without individualizing, because it’s easier.

• Easier, though, does not mean ‘___________’.

Challenge 1:

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• Reinforcers, by definition, MUST _________ behavior! • Many supervisors provide “reinforcement” without

pinpointing and measuring staff performance, and tying the distributions of preferred items/experiences to those data.

• This is ______________________________ (or NCR) • Major issues with NCR is that:

• It’s costly • It doesn’t result in behavior change • It’s very difficult to stop once it’s been given

• If you aren’t willing to pinpoint and measure specific performance, you will be unable to create a quality reinforcement system

Challenge 2: Reinforcement MUST BE Contingent!

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Supervision – Work Enjoyment Biagi

Challenge 3:

“They Never Tell Me What They Want!” • Many supervisors say they have asked what their

staff want to work for, and the staff members don’t respond (especially when this occurs using an open-ended digitally-distributed survey)

• Daniels & Bailey (2014) say this is likely due to the fact that:

• People don’t _____ what their reinforcers are • People don’t want to __________ what their

reinforcers are

• This happens very frequently (in my experience) when the solicitation for preferred items is done “free-operant” style, with little guidance or structure.

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• This also occurs often when using “free-operant” style surveys.

• “I want an island vacation.” • “I want a week off from work.” • “I want a company car.”

• Reinforcers in the workplace need to be under the “CARE” (Daniels & Bailey, 2014) of those providing the reinforcement:

• C__________ • A__________ • R__________ • E__________

Challenge 4:

“They Want Things I Can’t Give Them!”

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(Potential) Reinforcers A supervisor should determine what potential reinforcers they can offer staff, based upon Daniels & Bailey (2014)’s CARE criteria. Keeping a list of different items and experiences that may motivate staff (and, of

course, what is required to access them) allows you to overcome many of the challenges with reinforcement that we discussed in the previous section.

However, potential reinforcers come in, quite literally, countless forms. This content is protected and may not be shared, uploaded, or distributed other than what has been authorized by the University of West Florida..

Supervision – Work Enjoyment Biagi

Categories of Potential Reinforcers

• Interaction with people

________ • Job characteristics

that can be altered

__________ • Cash

__________ • Any economically-

valuable object or activity

_________ • Natural reinforcers

built into a machine or process

__________

… that, when delivered contingent upon a response, increases the future __________ of that response.

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Daniels & Bailey (2014)

Money as a “Reinforcer” A paycheck is not a reinforcer – even BF Skinner made this observation in the 1970s. Money is difficult to use as a reinforcer because: • Usually cannot be given ________ specifically

on improved performance • Amounts we can give are usually _____ • Money is used on ______, rather than

reinforcers

It is also often not tied to performance in any way. For a detailed examination of this issue, see William B. Abernathy’s seminal text, The Sin of Wages.

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Memory Value – Easier to ______ why they earned

Why Non-Monetary R+? McAdams and Hawk (1994), Consortium for Alternative Reward Strategies Research (CARS)

Cash Awards Cost ______

Flexibility – Can be shaped to meet _________

Trophy Value – Proud to display or _____ about

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Supervision – Work Enjoyment BiagiClary, Snyder, & Stukas (1996) Categories of Motivation for Volunteers

Self-EsteemValues

Skills and Knowledge

ExperienceSocial

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Supervision – Work Enjoyment Biagi

Likert-based Survey Method Daniels & Bailey (2014, pg. 175)

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Supervision – Work Enjoyment Biagi

Likert-based Survey Method (Biagi, 2018)

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Offer multiple choices when possible

MOs can be better accounted for (because they choose in the moment after reinforcement has been earned, rather than being given something months after completing their survey)

Allows for flexibility

• Changes in their ____________

• Changes in ________

• Changes in item/opportunity __________

Using an Array/”Menu”

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Special Recognition Ideas Reid, Parsons, and Green (2021)

• Consider: • ______ awards – group of staff vote • Formal staff appreciation ________ – occasionally increase work enjoyment, but do not

increase performance • __________ – efficient and cost effective (but not Shannon’s favorite…) • Individual recognition meetings – 1:1, helps break learning history around meeting with the

boss • ”Taking Home the Goods” – Increasing positive aspects of work so that staff do not take the

negative aspects of their job home with them • “Receiving the Goods __________” – Receiving a call at home to provide positive feedback

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Supervision – Work Enjoyment Biagi

Johnson and Dickinson (2010)

Employee of the Month • Is this a reinforcer? • How to earn is _______ and non-specific • Award is _________ from performance • “Winner-take all” – even if there are small differences in

performance • Creates unhealthy competition, sabotage • Can they win more than one month in a row?

• Yes? Others give up trying to earn • No? Revolving gimmick

• Tested empirically by Johnson and Dickinson in a lab, with students processing checks earning “Check Processor of the Week”

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Varieties of potential reinforcers are endless.

Think outside the pizza box. Or the cash box.

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Creating a culture that drives behavior change through positive

reinforcement results in:

Checking in:

A. Staff who are open to change

B. Better relationships between management and staff

C. Fewer motivational issues

D. Increased job satisfaction

E. All of these

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What did Johnson and Dickinson (2010) discover in their study on ”Check

Processor of the Week”?

Checking in:

A. Initial increases in behavior were observed after receiving the reward, but faded quickly

B. Increased motivation for staff trying to earn the designation

C. Little-to-no change in behavior, and even decreases in performance after receiving it

D. It acted as a consistent reinforcer for the participants This content is protected and may not be shared, uploaded, or distributed other than what has been authorized by the University of West Florida..

Supervision – Work Enjoyment Biagi

Reducing Aversive Control

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Supervision – Work Enjoyment Biagi

There is much less talk in supervision and OBM about punishment compared to reinforcement,

and why should be obvious to a behavior analyst:

You cannot ______ your way into better performance.

Only __________ can do that.

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Supervision – Work Enjoyment Biagi

Daniels and Bailey (2014)

Using Punishment and Penalties • The use of punishment/penalty is almost

never necessary when you understand human behavior

• In typical businesses, it is often used because:

• It works _______ • That is reinforcing for the person who is

implementing the punishment • They don’t need to be delivered as

________ as reinforcement

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Negative Impacts of Punishment at Work

Decreases Desired Behavior

Do NOT Increase Performance

Creates Escape/ Avoidance Behavior

Difficult to Use Effectively

RecoveryIncreases Aggression

Daniels and Bailey (2014)

Staff become defensive, blame, lie, cheat, or even abuse sick leave policies.

Staff will stop contributing for fear of criticism or having additional tasks given to them.

No new behaviors are learned, and no performance increases when punishment is used.

Punishment increases aggression, including tearing up papers, throwing things, and becoming violent with others in extreme cases.

Even when behavior is reduced, terrible side effects occur, and desired behavior change does not.

Undesired behavior will decrease in the presence of the threat, and will often resurge because they have not been given an appropriate alternative.

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Supervision – Work Enjoyment Biagi

Reinforcement vs. Penalty • Tested the effects of positive reinforcement vs. penalty on

performance

• Each participant was given tasks to complete on a computer

• In the reinforcement condition, they were given incentives for the number of tasks completed correctly

• In the penalty condition, they were given a base pay and lost money for each task completed incorrectly

• In control, they received only the base pay

• Performers did the least work under the _______ condition

• Under a variable schedule (which is typical in business), performers did significantly _________ under the penalty condition

Lee and Oah (2015)

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Supervision – Work Enjoyment Biagi

Considerations for the Use of Punishment • Sometimes punishment is necessary, particularly for _______ or ________

behavior • If you are going to use it, research in punishment would implore you to use

the highest intensity of punishment, not create situations in which you start with a mild punisher and build up to more intense punishers along the way

• The science of behavior does not support “progressive disciplinary policies”, but many states require this in organizations

• An appropriate ____________ must be programmed for and reinforced! • Determine what is maintaining the behavior – use an assessment to solve

the problem, not just punish it away

Daniels and Bailey (2014)

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Supervision – Work Enjoyment Biagi

Daniels and Bailey (2014)

Negative Reinforcement • When supervisors do not know the

difference between positive and negative reinforcement, most performance improvement hinges on negative reinforcement, or avoidance of an undesired consequence

• “You better show up to work on time, or you’re going to be demoted.”

• “This project better be up-to-snuff, or else you might not get that promotion.”

• “The boss is coming; look busy!”

• This is _______________ management

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Supervision – Work Enjoyment Biagi

Daniels and Bailey (2014)

Coercion • Fear leads to compliance, or just enough

performance to avoid the undesired consequence

• Often, employees whose behavior is governed this way escape the threats by _________

• Other times, they may engage in unethical behavior (lying, cheating, stealing) to avoid the consequence

• Negative reinforcement has its place • Getting behavior __________ • Gaining compliance when it is __________

• It also requires a LOT more of the supervisor’s time to maintain

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Supervision – Work Enjoyment Biagi

A Note: Extinction Extinction occurs when you withhold the desired consequence in order to decrease an unwanted behavior.

This is often appropriate for _________ behaviors, but not appropriate for unsafe, unethical, or otherwise significant behaviors that must be stopped immediately.

Unfortunately, extinction is often “unintentionally” used in the workplace, in that staff members often are not acknowledged for ____________________ daily. When a supervisor says, “They should just do it because

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• Pair extinction with _____________ for an appropriate alternative response

• Do not ________ the behaviors you want to see

• Watch for “extinction _________” • This often results in leaders abandoning

change efforts due to aversive reactions from staff early on

• When paired with reinforcement procedures, bursts are rare

• For increasing _________ behavior, extinction can be an effective strategy

Daniels and Bailey (2014) Considerations for the Use of Extinction

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Supervision – Work Enjoyment Biagi

Relying on threats to improve performance in the workplace can result

in:

Checking in:

A. Increased turnover

B. Bare-minimum performance

C. Unethical behavior

D. Increased workload on management

E. All of these

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Supervision – Work Enjoyment Biagi

Extinction frequently occurs in business when we:

Checking in:

A. Reinforce appropriate alternative behaviors

B. Punish important, problematic behaviors (like ethics, safety, etc.)

C. Fail to reinforce people for doing what they need to do on a daily basis

D. Abandon change efforts due to resistance from staff

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Supervision – Work Enjoyment Biagi

Reducing Aversiveness of Work

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Supervision – Work Enjoyment Biagi

Rewards and Recognition Aren’t Enough Many supervisors assume that adding more contrived reinforcement opportunities will lead to reduced

turnover, increased staff satisfaction, and greater performance on the job.

However, there is an emerging literature examining how _______________ play a greater role than pay or reinforcement opportunities in whether employees report enjoying their jobs.

We can enable some job crafting (from the Job Resource-Demand model discussed earlier) using a strategy called the Task Enjoyment Motivation Protocol.This content is protected and may not be shared, uploaded, or distributed other than what has been authorized by the University of West Florida..

Supervision – Work Enjoyment Biagi Green, Reid, Passante, & Canipe (2008)

Task Enjoyment Motivation Protocol 2 components:

1. _____________ management process • Employees rank and rate their job tasks • Leaders meet with the employees to

discuss the ___________ job tasks, why they were least-preferred, and how they could become more acceptable

2. Alter the least-preferred task • Remove _________ aspects of tasks • Add reportedly __________ stimuli to

task

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Supervision – Work Enjoyment Biagi

• Participants: 4 supervisors in a human service company

• Each supervisor had different non-preferred tasks – completing progress notes, reviewing timesheets, completing monthly staff observations

• During interviews, it was discovered that frequent interruptions made the desk tasks (progress notes and timesheet reviews) take significantly longer than expected

• Staff observations were nonpreferred because staff disliked _____________________

Green, Reid, Passante, & Canipe (2008)

Implementing the TEMP • Interventions:

• Removed… • Interruptions, by scheduling

uninterrupted desk time • Staff resistance to

observation, by increasing the reinforcement for staff associated with the observations (lottery)

• Added… • Snacks and water while

completing desk tasks

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Supervision – Work Enjoyment Biagi

Encourage (and reinforce!) staff who:

• Seek out professional development and learning opportunities

• Identify strengths and areas of growth

• Set boundaries when situations become emotionally intense

• Request additional supervision

• Solicit for feedback related to their work

• Ask others for input and advice

• Volunteer for projects or to test new processes/tools

Look for ways that team members can make decisions about their work and let them do so. No __________________!

Tims, Bakker, & Derks (2012)

Increasing Job Crafting Behaviors

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Supervision – Work Enjoyment Biagi

Reid and colleagues found that when they increased staff preference for non-preferred

tasks:

Checking in:

A. Other tasks became less preferred in contrast

B. Costs to the organization increased significantly

C. Overall satisfaction with their jobs increased

D. Significant managerial resources were required to have an impact on satisfaction

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Supervision – Work Enjoyment Biagi

Professional Development Planning

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Supervision – Work Enjoyment Biagi

Ongoing Professional Development Identified in the Job Demands-Resources Model, Job Crafting Scale, Oldenburg Burnout Inventory, AND

the Perceived Supervisor Support questionnaire, being a supervisor who encourages ongoing career development is a huge mitigating factor for issues frequently reported in the field of behavior analysis.

It’s also a professional and __________ obligation for the supervisor to engage in professional development planning for their own careers as well.

The BACB® provides some guidance for recommended behaviors to engage in for professional development of both the supervisor and their trainees/supervisees.This content is protected and may not be shared, uploaded, or distributed other than what has been authorized by the University of West Florida..

Supervision – Work Enjoyment Biagi

Maintaining Contact with Literature

For supervisors: • Identify new competency areas of interest

• Determine ________ and strategies for gaining access to them: • Journal of Applied Behavior Analysis • Behavior Analysis in Practice • Perspectives on Behavior Science • Journal of Organizational Behavior Management

• Tip: In academic programs, use your library access as long as possible!

For supervisees and trainees: • Assign literature reviews related to client

cases

• Discuss strategies for ___________ scientific articles

• Regularly assign articles related to topics of interest (create positive ______________ with reading literature)

• Note: Reviewing literature alone does not count towards certification hours.

In order to ensure we are engaging in evidence-based practice, we must stay up-to-date with the latest scientific developments in the field of behavior analysis. (For a detailed examination of this topic, see Updated Strategies for Making Regular Contact with Scholarly Literature by Briggs & Mitteer (2021)).

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Supervision – Work Enjoyment Biagi

Engagement With Professional Communities

For supervisors: • Explore ABAI’s ______________________ • Groups include clinical, autism, education, and

also topics like health and fitness, gerontology, gambling, addiction, social responsibility, OBM…

• Connect with local and state ABA groups • Example: Florida Association for Behavior

Analysis at the state level, Association for Behavior Analysis of Brevard at the county level

• Social media facilitates connections as well

For supervisees and trainees: • Begin teaching ______________ skills – how

to give an “elevator pitch”, for example

• ”Sponsor” trainees/supervisees in networking situations, helping make connections and modeling networking behaviors

• Provide challenges and feedback for professional interactions • I challenge my trainees to bring me 3 business

cards as a permanent product – bonus points for presenter business cards

At the international, national, state, and city levels, there are many options to get involved with the greater behavior analytic community. Creating these connections opens up opportunities for mentorship,

referrals, and additional social supports that can help mitigate burnout.

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Supervision – Work Enjoyment Biagi

Pursuing Training and Mentorship in New Areas

For supervisors: • Engage in peer-review

• Seek out colleagues for _________

• Attend professional development activities (conferences, workshops)

• Maintain certification • See the most recent requirements for

maintenance, including CEs in supervision, ethics, and DEI

For supervisees and trainees: • Discuss scope of practice vs. scope of

_____________, and teach them to identify their current scope

• Create a list of topics and interests that they can attend training and workshops for

• Note: Attending trainings alone do not count towards certification hours. Add additional activities (creating trainings, action plans, etc.) that use the information trained instead.

A large part of continuing to develop professionally is to obtain new knowledge, skills, and abilities through training opportunities. Additionally, finding qualified mentors in new topic areas is a repertoire

necessary for all practitioners in order to create supportive networks.

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Supervision – Work Enjoyment Biagi

Professional Development Plan Taking time to talk to your supervisees and trainees about their long-term goals and interests can help increase work enjoyment.

Identifying strengths and assets that your team members can bring to the table can ensure that they can contact _________________ doing tasks that will contribute to their long-term goals.

I provide a basic planner to my supervisees and trainees, and we check in on the action steps regularly to create _______________ for continuous professional progress.

Biagi (2021)

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Supervision – Work Enjoyment Biagi

Example: Qian has just began providing supervision to Kendra towards certification in behavior analysis. Qian has a deep discussion with Kendra early on, and identifies that Kendra is interested in high quality staff experiences, clinical repertoires related to behavioral cusps, and organization of stimuli at the clinic.

Qian identifies several action steps for Kendra, including:

• Reviewing peer-reviewed articles related to behavioral cusps and creating a training for other staff

• Joining the OBM Network to find mentors who focus on staff satisfaction specifically

• Reviewing past staff satisfaction data and planning for running an additional assessment

• Creating an improved process for managing clinic inventory, including reaching out to clinical communities online for ideas and suggestions

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Supervision – Work Enjoyment Biagi

In order to continue professional development, during supervision and

beyond, the BACB® recommends all of the following except:

Checking in:

A. Maintaining contact with scientific literature

B. Engagement with professional communities

C. Pursuing training and mentorship in new areas

D. Obtaining other unrelated credentials

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Supervision – Work Enjoyment Biagi

Coaching Self-Care Repertoires

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Supervision – Work Enjoyment Biagi

Self-Care Repertoires Self care is defined broadly as, “a multidimensional, multifaceted process of __________ engagement in

strategies that promote healthy functioning and enhance well-being” (Dorociak et al., 2017).

As supervisors in behavior analysis, we can encourage participation in the self-care process, and teach and reinforce self-care behaviors, as these skills have been linked to increases in work engagement and

decreases in burnout in human services.

These areas are still being explored in the ABA literature, but Slowiak and DeLongchamp (2021) have provided an amazing intro and framework for approaching self-care in our field.

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Supervision – Work Enjoyment Biagi As referenced by Slowiak & DeLongchamp (2021): Self-Care Variables

Developing and strengthening relationships among colleagues, in order to help mitigate job- related stressors.

Professional ___________

Participating in education and training that expands an individual’s scope of competence, including enjoyable work-related events and trainings.

Professional ___________

Having an identity outside of one’s work, engaging in enjoyable non-work activities, and building social supports outside of the workplace.

Life _________ Engaging in self- monitoring, self- exploration, and self- awareness to identify feelings, emotions, and needs, especially during stressful times/

_________ Awareness

Using small, everyday strategies (regular breaks, monitoring commitments, etc.) that reduce stress and emotional exhaustion.

______ Balance

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Supervision – Work Enjoyment Biagi

Slowiak & DeLongchamp (2021)

Self-Care as an Ethical Imperative Engaging in self-care, end encouraging others to do so as well, is not only necessary for professional and personal well-being, but is also an ___________ requirement.

Neglecting self-care can lead to impacts on service delivery, decreased support of other colleagues (including your supervisees/trainees), and potential violations of our ethical code related to identifying barriers to adequate client care, maintaining commitments, providing effective services, and much more.

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Supervision – Work Enjoyment Biagi

Strategies for Supervisors to Encourage Self-Care

Slowiak & DeLongchamp (2021)

Include information within supervision experiences related to managing burnout, help supervisees and trainees to establish their personal and professional self-care _______, and create a culture that supports efforts to maintain

psychological well-being.

Serve as ____________ for supervisees, trainees, and junior colleagues; model self-care and job-crafting behaviors, share stories related to their own struggles with maintaining a healthy work–life balance, strategies used to cope with

difficult situations effectively, and the value of ongoing practices to support one’s health and well-being.

Establish a formal ________ and practices to help supervisees and trainees develop a greater sense of self-awareness related to their well-being, to serve as a source of professional support, and to provide positive reinforcement for

engaging in self-care strategies and job-crafting practices. This content is protected and may not be shared, uploaded, or distributed other than what has been authorized by the University of West Florida..

Supervision – Work Enjoyment Biagi

Similar to dissecting the assessments at the beginning of this lesson, we can use tools like the Self-Care Assessment for Psychologists by Dorociak & colleagues to determine behaviors to coach and reinforce in our supervisees and trainees.

Ask ourselves (and teams), how can we:

…create stronger relationships in our teams?

…engage in more enjoyable professional development opportunities?

…increase hobbies and social reinforcers outside of work?

…prompt self-reflection of private events?

…encourage regular breaks and healthy boundaries daily?

Dorociak, et al. (2017)

Self-Care Assessment for Psychologists

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Supervision – Work Enjoyment Biagi

Note: Self-care looks very ___________ from person to

person. There are no one- size-fits-all solutions.

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Supervision – Work Enjoyment Biagi

Which of the following is a strategy for encouraging self-care behaviors in

supervisees and trainees?

Checking in:

A. Helping them learn to create connections at work B. Identifying hobbies they enjoy outside of work and reminding them to engage

in them regularly C. During emotional situations, coaching them through identifying what they are

feeling and why D. Encouraging regular breaks through prompting E. All of these

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Supervision – Work Enjoyment Biagi

Conclusion

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Supervision – Work Enjoyment Biagi

As a supervisor, you play a major role in the work enjoyment of your supervisees and trainees.

By actively integrating positive feedback, adding occasional individualized reinforcers, and focusing substantially on

reducing aversive control and aversiveness of job tasks, we can create working environments in which staff “want to do”,

vs ”have to do”.

Additionally integrating regular conversations about ongoing professional development and self-care behaviors can further

increase work enjoyment, job satisfaction, and potentially mitigate the negative impacts of burnout in the ABA field.

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