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| Evidence Based Leader Skills |
| Friday, May 26, 2023 |
| 8:00 AM–11:00 AM |
| Hyatt Regency, Centennial Ballroom D |
| Area: TBA/OBM; Domain: Service Delivery |
| CE Instructor: Tyler Ré, Ph.D. |
| TYLER RÉ (The Chicago School of Professional Psychology), KRISTYN PETERSON (Zendicoded ), REBECCA GONZALES (The Chicago School of Professional Psychology), SARA LALANI ((1) Behavior Analyst Advising, LLC (2) Positive Connections ABA) |
| Description: Leadership is discussed many times as a quality that someone possesses. If leadership is a quality of a person, it would be appropriate to assume it has been determined. However, we as behavior analysts, consider almost all behavior as learned and therefore impacted by environmental variables. Several perspectives of leadership suggest three vital behaviors of a leader (e.g., Arnold et al., 2000; Austin, 2021; & McCauley et al., 2010). First, the leader must be able to lead themselves (McCauley et al., 2010) which is also known as self-management (Austin, 2021). Second, the leader must be able to “lead others” (McCauley et al., 2010) which is a different way of suggestion relationship management skills (Austin, 2021). Finally, the leader must exhibit the skill of strategically leading the organization (McCauley et al., 2010) also known as performance management (Austin, 2021). These three behavioral classifications must be mastered to be identified as an effective leader. This presentation will explore the research in the three behavioral classifications to support individuals in developing leadership behaviors |
| Learning Objectives: 1. Provide a description of three behavioral classification commonalities of leadership across three multidisciplinary perspectives. 2. Identify five evidence-based practices of self-management. a. Learn to self-administer the Task Enjoyment Motivational Protocol (TEMP) and identify three strategies to make non-preferred tasks more preferred/less aversive. 3. Identify two evidence-based practices of relationship management. a. Learn to engage in motivational interviewing questions (open-ended questions, affirmations, reflection, and summarization) to improve rapport between supervisee and supervisor. 4. Identify three evidence-based practices of performance management. a. Complete the PDC-HS and learn to implement two of the indicated interventions: task clarification and performance feedback |
| Activities: Workshop objectives will be met through a balanced presentation of lecture, guided practice (BST), video observation, and group discussion. Core content will be taught through lecture and video demonstrations of strategies will be provided. Supplemental materials for engaging in a variety of leadership skills in self-management, relationship management and performance management will be provided to support participant learning during and after the workshop. |
| Audience: Audience members must have basic skills in a consultative model of service delivery and supervise at least one staff member (e.g., Behavior Therapist, RBT, BCBA). A foundational understanding of competing contingencies within a work environment and supervisory role are needed. |
| Content Area: Practice |
| Instruction Level: Intermediate |
| Keyword(s): Leadership, Performance Management, Rapport Building, Supervision |