Module 3.6

Understand the role of the Master Tutor as a supervisor in the Tutoring Center.

Learn ways to communicate effectively with other tutors and Tutoring Center staff.

Discover why feedback is important for all employees.

Learn to evaluate the performance of other tutors and provide criticism to improve their tutoring skills.

Find ways to manage conflict in a positive way.

Master Level tutors are considered “supervisors” of the lab.

To provide support to other tutors and Tutoring Center Staff.

To provide the encouragement necessary to resolve problems and help novice tutors learn new skills to help the tutee succeed.

Perform evaluations of other tutors in the lab, providing constructive criticism to improve the quality of tutoring in the Tutoring Center.

The Master Tutor’s supervision is a mentoring position in which Master and novice tutors learn from one another and discover new paths to learning through cooperation.

Master Tutors will not be monitoring a specific group of tutors, nor will they be expected to hold team meetings or use team management skills to complete projects as most supervisors are.

15% of the reason a job is retained is determined by the holders technical knowledge, skills, and expertise.

85% of the reason people advance in their career is related to their knowledge of people and their people skills.

All tutors must use effective communication and this is especially important to supervising tutors.

Critical for supervising tutors understand how to give feedback to other tutors and how to resolve conflicts that might arise in the Tutoring Center.

75% of a supervisor’s time is spent either talking or listening.

To become a good supervisor it requires three basic communication skills. Active Listening Providing Feedback Conflict Management

Active listening is a way of providing to a speaker that their idea’s are being heard and understood by the listener.

Be careful and consistent with wording so it is not misinterpreted.

Eye Contact and Body Language are critical in communication.

Stay focused on the present.

Many thing can interfere with listening. Examples adapted from the NCPC that may

hinder a supervising tutor’s ability to listen and manage other tutor’s effectively. Comparing: Saying “I have more information or

experience…” Mind Reading: Saying “I know what your really

thinking…” Rehearsing: Preparing what you will say before

the other is complete. Filtering: Selective Listening Judging: Jumping to a quick decision, or labeling.

Dreaming: Getting lost in your own private associations.

Identifying: Confusing others needs with your own. Advising: Immediately suggesting a course of

action, without being asked. Sparring: Disagreeing “Yes, but” – also known as

playing the devils advocate. Being Right: Maintaining an unshakable point of

view. Derailing: Changing the subject. Placating: Pretending to Agree Criticizing: Explaining how the person is wrong. Threatening: Talking about negative

consequences.

Tutors do not need to have a degree in education to be effective.

Strong background in communication skills, study skills, relational skills, and learning principals are the important points that make a tutor effective.

This enhances tutor cooperation, the quality of decision making of the Coordinator, and the level of commitment to the Tutoring Center by the Campus administration.

The goal in developing a model for evaluating the performance of tutors in the Tutoring Center is to assure… All tutors have adequate knowledge of

the discipline in which they tutor. Also that learner-centered principles are

practiced to facilitate individualized structured tutoring experience.

Tutoring Center evaluations are a comparison of what occurred during an actual tutor session with a list of assessment criteria based on area’s of emphasis in our tutor training program.

The purpose of tutor evaluations are to: Provide a formal and consistent method for documenting

tutoring standards. Facilitate communication between tutors and between

tutors and the Tutoring Center Coordinator. Promote and maintain job efficiency. Determine training needs. What is the tutors record or attendance and punctuality?

The purpose of tutor evaluations are to: cont. Is the tutor dependable? Is the tutor consistently organized and prepared for the

tutoring session? Does the tutor display patients towards the tutee and

enthusiasm towards the subject area? Does the tutor communicate well with the tutee as well as

other staff members? Is the tutor knowledgeable, a good resource, and able to

guide the tutee? Is the level of explanation provided too elementary, too

advanced, or appropriate to the needs of the tutee? Does the tutor display a concern for the tutee? Is the tutor attitude encouraging, respectful, and

supportive?

The purpose of tutor evaluations are to: cont. Does the tutor give positive reinforcement to assist the

tutee in becoming more confident in his/her own abilities?

Is the tutee made to feel welcome? Does the tutor show creativity and innovation? Does the tutor use alternate methods of explaining

content and give examples that may help the tutee better understand?

Does the tutor use probing questions to encourage the tutee to actively participate in the sessions?

Does the tutor cooperate with staff and faculty as needed?

Does the tutor illustrate good record keeping skills in the preparation of progress reports?

Following the observation of a representative tutoring session, it is recommended that the evaluator meet with the tutor being evaluated.

When meeting with tutors to discuss their performance, be sure to follow some basic guidelines: Be prepared. Go over evaluation form point to point Whenever possible, describe and demonstrate

how something is done. GIVE and ALLOW feedback Provide specific, supporting comments.

Cont: Be respectful and professional. Do NOT get personal. Comment on performance, not the person. Critique the behavior exhibited in the tutoring session

and not the personality characteristics of the tutor. Ask if the if he/she agrees with the assessment. How does the tutor see any weaknesses? Ask the tutor for his/her views and opinions. Use open-ended questions. Really listen. Do not allow emotion to get in the way of real

communication.

Providing feedback is a delicate task.Often there are behaviors that need

to be corrected in order to enhance the learning that occurs during tutoring sessions.

To help in providing corrective feedback, we recommend the DESC Model.

DESC Model: “D”- Describe the problem or

behavior. “E”- Express why the behavior is a

problem. “S”- Specify what should be done

instead, allowing the tutor to add ideas or make suggestions.

“C”- Clarify the consequences for changing or failing to change the behavior.

Points to remember! Feedback is clearly an important component of

supervising tutors. Discuss the results in a friendly manner. Positive reinforcement for good work, and

corrective feedback in a positive manner when improvement is needed.

Set future goals for continued improvement. Together, tutors can determine what changes

need to be made so the Tutoring Center not only survives but truly thrives.

Conflict is inevitable when working with diverse populations.

Conflict arises because of goals, methods, values, needs, or ideas of two or more people clash in some manner.

To resolve: Use active listening. Utilize the DESC This will help both sides of the argument

understand one another and ease the tension that exists.

Statements beginning with “I” are preferred to the more accusatory “you” statements.

Using sensitive language and making sure that everyone understands the root of the conflict, the supervising tutor will be able to manage the situation in a calm and productive way.

The steps to resolving the conflict are: Use Active Listening to calm emotions. Be aware people respond differently to conflict Ask questions to begin negotiations.▪ What has the other side done or not done that bothers

you?▪ How do you feel about that?▪ Why is it so important?▪ What do you want the other side to do or not to do

instead?▪ What are the consequences if the other side does or

does not make the necessary changes?

The steps to resolving the conflict are: cont. Use the answers to the above questions to begin

creating solutions that are beneficial to both sides. Help both sides agree upon a plan of actions with

clearly defined tasks, responsibilities, and deadlines. The Thomas-Kilmann Model of conflict

management styles can also help supervising tutors understand how they manage conflict. Knowing what style of conflict management is typical

for an individual the supervising tutor can adapt.

New supervisors often have good intentions but not yet have acquired the knowledge or developed the skills needed to be an effective supervisor.

Be aware of common mistakes and their negative effects. So you don’t start out on the wrong foot.

Mistake #1 Hoarding Power Supervisors should not make all decisions.▪ Empower others to participate in decision making needed to

accomplish a job or task. It is a poor idea to require tutors to produce results

without allowing them the freedom to develop the strategies that best employ their own strengths and styles.

Demanding a result without allowing the tutor to help decide the path that will achieve the result is frustrating for the tutor and very inefficient.

The supervisor might assist in the development of teams or interest groups to tackle problems arise.

The supervisor may be able to remove stumbling blocks or hurdles that stand in the way of accomplishing the task at hand.

Mistake #2: Failure to Set and Reinforce Clear Expectations: Describe desired behavior in a given situation

clearly and concisely the moment a tutor joins the Tutoring Center team.

The Tutor Responsibility Form is a list of behavioral and performance expectations compiled by the Tutoring Center Coordinator and Master Tutors.▪ The list may include the ways tutors should deal with

office staff, tutees, the Tutoring Center Coordinator, and other tutor training supervisors.

▪ New policy forms are distributed and the beginning of the quarter a new policy is in effect.

Mistake #3 Allowing Problems to Continue and Escalate: Do not assume people are self-correcting. Ignoring problems will not make them go away. The more behavior is repeated the harder it

becomes to correct. Waiting also makes the details of the event

foggy. Do Not overreact to situations. Choose battles wisely. Distinguish between what is a problem and

what is not. When in doubt ask for another perspective.

Mistake #4 Failure to Communicate with Difficult People: Fight the urge to avoid difficult people. When mistakes are made by tutors, a private

conversation should be used to discuss the issues.

Use a quiet location and tone of voice. If the problem of a personality cash,

supervisors should consult other Tutoring Center Staff before confronting the individual.

-Try a less aggressive approach with individuals who have a habit of becoming defensive in situations.

Mistake #5 Taking the Matter Personally: Sometimes supervisors personalize a matter

and become upset, disappointed, or angry with a tutor if something goes wrong.

If the tutor is not acting in an appropriate manner, the supervising tutors job is to bring this to the individuals attention.

When communicating about the unacceptable behavior the supervisor should offer guidance regarding the appropriate behavior.

Once a problem has been identified for a tutor, it is theirs to address and solve.

Mistake #6 Burning Bridges: A promotion should not demand the destruction of

valuable relationships. Do not distance yourself from those being supervised it

can be interpreted as arrogance, aloofness, or insecurity. The transition from being supervised to doing the

supervising can be difficult. Try to be optimistic to everyone's needs. Do not complain about work ethics, drive, or

determination. Do not bark commands at other people. Be a good mentor and balance the needs of both The

Tutoring Center and Individuals within the Tutoring Center.

Mistake # 7 Failure to Seek Feedback: New supervisors often fail to seek feedback on

their performance in their new job. Feelings of insecurity inhibit requests for an

evaluation. Knowing your weaknesses allow you to correct

them. Evaluations of tutors included not only new

tutors, but those moving up the training levels and Master tutors who have completed all levels of training.

Mistake # 8 Engaging in Illegal Activities: Whenever one performs an unethical or

questionable practice, one is risking personal sanctions as well as institutional sanctions for the Tutoring Center.

Must follow COTC’s Harassment Policy Must follow Privacy Act

There is not one best way to supervise tutee’s

Do not show favoritism. Conduct group meetings or training

sessions to explain new or different methods of supervising that may work better in certain cases.

Do not generalize. Coach and Mentor to develop new skills

you can carry with you throughout life to become a strong leader and educator.