Problems in supervision stem from the reality that operationalizing supervision is not a cognitive state of mind, but one in the affective domain, contrary to most techniques. Administrators often discover that the interpersonal skills needed in facilitating change and dealing with resistance are not available. This paper outlines a process that energizes and empowers employees; it consists of four steps: (1) focusing--setting short- and long-term goals, an activity which incorporates role definition and clarification, behavioral objectives, and evaluation criteria; (2) coaching--providing expertise on how to improve and enhance a teaching technique through various processes; (3) counseling--providing opportunities for administrator and teacher to reflect on a particular lesson, to examine reasons for success, or to explore options to improve performance; and (4) evaluating--occurring at the end of the year whereby the problem-solving process is culminated. To operationalize this process, the use of the sensing interview is suggested to (1) diagnose the problem by listening to the employee, (2) acknowledge understanding, (3) explore options, and (4) respond. In this way, both evaluator and evaluatee are on the same side, without blame, and the employee is empowered to develop new skills, explore and change behaviors, and accept responsibility. Included are 28 references and 3 diagrams. (WTH)