655 Leadership and Supervision: Assignment 6
This assignment is worth 25 points. Each section of the assignment defines the value breakdown and shows the competency to which it aligns.
1. Discus how trauma-informed supervision from the reading this week is consistent/similar with task and/or relationship as discussed in Chapter 4. Identify and discuss at least three
consistencies (1 point each).
(A1.1, A6.1, A6.2, A6.4) This question is worth up to 3 points.
2. Read the Trauma-Informed Supervisor Workbook (available to you in this modules
study resources in Moodle). Complete the self-assessment plan (This is a .pdf document
available to you within the assignment tab, with the assignment instructions). Share your
highest and lowest rated item for each of the 7 categories (0.5 points for each category for
up to 3.5 points). Share an insight you gained from this activity (1 point). Take a moment,
consider, and list at least 2 self-help care strategies that you can implement for yourself
(one quick, in time, strategy and one planned strategy) (2 points). What are some ways
you could build in self-care opportunities for your supervisees (1 point).
(A1.5) This question is worth up to 7.5 points.
3. Complete #2 on page 125. This chapter suggests that emotional intelligence is an
interpersonal leadership skill. Discuss whether you agree or disagree with this
assumption. Your discussion should be well supported. (1 point) As you think about
yourself as a leader, how do your emotions help or hinder your role as a leader? (1.5
points).
(A1.5) This question is worth up to 2.5 points.
4. Complete 6.3 Leadership Strengths Questionnaire on pages 151-155. Follow the scoring
directions and provide your scores for each of the 5 categories (implementor, innovator,
encourager, analyzer and mediator) and include the range (very high, high, moderate, low
and very low) (2 points). Pick one area with a high or very high score and discuss how
effectiveness in this area is beneficial for you as a professional social worker. In
particular share how this is a strength for the area of practice in which you are completing
your practicum or for the area of practice you want to practice in upon graduating (2
points). Pick one area with a low or very low score. Discuss how this could impact your
social work practice, specifically in your practicum or area of practice after graduation
and explain how you would improve upon that area (2 points).
(A1.1) This question is worth up to 6 points.
5. Write a vision for yourself as a developing social worker.
a. What is your vision as an entry level graduate level social worker in practice (at
least 2 paragraphs, 1 point)?
b. How do you envision yourself as an experienced professional social worker in
practice (at least 2 paragraphs, 1 point)?
c. Do you intend to become licensed? If so, in what category of social work
licensure? Why or why not (at least 2 paragraphs, 2 points)?
d. Consider the differences between leadership and supervision. Discuss how you
envision yourself using leadership (1 point) and supervision (1 point). This
section of the question is worth up to 2 points.
(A1.5) This question is worth up to 6 points.
Although points in this assignment are earned through answering specific questions, your score may
be reduced by as much as 2 points for less than graduate level writing quality (i.e. spelling and
grammar errors) or for not using APA formatting.
Module 6 Objectives and Introduction
Objectives:
Competency 1: Demonstrate Ethical and Professional Behavior
1.1 Engage with clients and colleagues conveying a strength-based demeanor and
attitude.
1.5 Engage in self-reflection and self-care practices which may include reflective trauma
responsive supervision to prevent and address secondary trauma in self and
organization.
Competency 6: Engage with Individuals, Families, Groups, Organizations, and
Communities
6.1 Establish a relationally based process that encourages individuals, families, groups,
organizations, and communities to be equal participants in the establishment of
expected outcomes.
6.2 Implement appropriate engagement strategies to engage individuals, families,
groups, organizations, and communities within a particular theoretical model.
6.3 Utilize self-reflective and intrapersonal skills to effectively engage diverse
individuals, families, groups, organizations, communities, and constituencies.
6.4 integrating trauma-informed principles of engagement with practices at the micro,
mezzo and macro levels that are responsive to those underrepresented and oppressed
in society.
Introduction:
This week your readings and activities become more focused on the skills component of
leadership. The author will discuss attending to tasks and relationships within leadership
and the values and benefits of each. He will describe a model of primary leaderships
skills and discuss that various roles and responsibilities associated with each. The next
chapter will really resonate with your social work background as the author focuses on
engaging the strengths you already have and explore strengths- based leadership.
Trauma-informed leadership will continue to be explored within the context of the
reading as well. You will see the connections particularly within the context of
relationships within leadership.
Chapter 5: Developing Leadership Skills
Introduction
Leadership skills critical for success.
Research shift from traits to skills.
Three categories of leadership skills:
Administrative
Interpersonal
Conceptual
Peter Northouse, Introduction to Leadership: Concepts and Practice, 5e. © SAGE Publications, 2020
2
Administrative Skills Explained
(1 of 4)
Administrative skills play primary role in
effective leadership.
Help accomplish critically important aspects.
Fundamental skill required of a leader.
Divided into three specific skill sets.
Peter Northouse, Introduction to Leadership: Concepts and Practice, 5e. © SAGE Publications, 2020
3
Administrative Skills Explained
(2 of 4)
Administrative Skills in Practice: Managing
People
Management by walking around.
Skills of effective leaders: Involvement.
The importance of effective communication.
Peter Northouse, Introduction to Leadership: Concepts and Practice, 5e. © SAGE Publications, 2020
4
Administrative Skills Explained
(3 of 4)
Administrative Skills in Practice: Managing
Resources
Resources: Lifeblood of an organization.
Obtaining resources.
Allocating resources.
Peter Northouse, Introduction to Leadership: Concepts and Practice, 5e. © SAGE Publications, 2020
5
Administrative Skills Explained
(4 of 4)
Administrative Skills in Practice: Showing
Technical Competence
Specialized knowledge about work.
Importance of technical competence.
AKA functional competence.
Peter Northouse, Introduction to Leadership: Concepts and Practice, 5e. © SAGE Publications, 2020
6
Interpersonal Skills Explained (1 of 4)
Interpersonal skills: People skills.
Important in effective leadership.
Three specific skill sets:
Being socially perceptive
Showing emotional intelligence
Managing interpersonal conflict
Peter Northouse, Introduction to Leadership: Concepts and Practice, 5e. © SAGE Publications, 2020
7
Interpersonal Skills Explained (2 of 4)
Interpersonal Skills in Practice: Being
Socially Perceptive
Having insight and awareness.
Socially perceptive leadership involves
knowing how employees will respond to
change.
Example: University of Michigan.
Peter Northouse, Introduction to Leadership: Concepts and Practice, 5e. © SAGE Publications, 2020
8
Interpersonal Skills Explained (3 of 4)
Interpersonal Skills in Practice: Showing
Emotional Intelligence
Perceiving and expressing emotions.
Leadership and emotional intelligence:
Become aware of own emotions.
Have empathy.
Regulate emotions for effectiveness.
Peter Northouse, Introduction to Leadership: Concepts and Practice, 5e. © SAGE Publications, 2020
9
Interpersonal Skills Explained (4 of 4)
Interpersonal Skills in Practice: Handling
Conflict
Creates need for change and is a result of
change.
Uncomfortable, but not unhealthy or bad.
Managing conflicts effectively means
reducing stress and solving problems.
Peter Northouse, Introduction to Leadership: Concepts and Practice, 5e. © SAGE Publications, 2020
10
Conceptual Skills Explained (1 of 4)
Working with concepts and ideas.
Critical to organization.
Conceptual skills and leadership divided
into three skill sets:
Problem solving
Strategic planning
Creating vision
Peter Northouse, Introduction to Leadership: Concepts and Practice, 5e. © SAGE Publications, 2020
11
Conceptual Skills Explained (2 of 4)
Conceptual Skills in Practice: Problem
Solving
Problem-solving skills and its steps:
Identify the problem.
Generate alternative solutions.
Select the best solution.
Implement the solution.
Peter Northouse, Introduction to Leadership: Concepts and Practice, 5e. © SAGE Publications, 2020
12
Conceptual Skills Explained (3 of 4)
Conceptual Skills in Practice: Strategic
Planning
Develop plans of action to achieve a goal.
Qualities of strategic leaders: learn, adapt,
& wisdom.
A multifaceted process.
Peter Northouse, Introduction to Leadership: Concepts and Practice, 5e. © SAGE Publications, 2020
13
Conceptual Skills Explained (4 of 4)
Conceptual Skills in Practice: Creating
Vision
Challenging people with visions of future.
Leadership: To walk the talk.
Leader must implement vision and model
principles set forth in the vision.
Peter Northouse, Introduction to Leadership: Concepts and Practice, 5e. © SAGE Publications, 2020
14
