Scottish Social Services Council Supervision...
Transcript of Scottish Social Services Council Supervision...
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Scottish Social Services Council SupervisionLearning Resource
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ContentsAcknowledgements 4
1. Introduction 5 1.1 Who is this resource for? 6 1.2 Using the resource 6
2. Why do supervision at all? 9 2.1 Influencingandunderstandingthecontext 10
3. What is supervision? 15 3.1 Definitionsandfunctionsofsupervision 16 3.2 Balancing the functions of supervision 22 3.3 Outcomefocusedsupervision 24
4. Supervision contracts 27
5. Different approaches to supervision 33
6. Different types of one-to-one supervision 37
7. Group supervision 41
8. Supervision:aspaceandplacefordifficultconversations 47
9. Making the transition from frontline worker to supervisor 51
10. Evaluating and reviewing supervision 55 10.1Endings 5610.2Reflectingbackandthinkingahead 57
References 59
Appendices 63Appendix1:Functionsofsupervision 64Appendix2:ENABLEScotlandtemplate 65Appendix3:Somequestionstohelpthecontractingprocess 73 Appendix4:Preparingforgroupsupervision 74Appendix5:ClackmannanshireandStirlingCounciltemplate 76Appendix6:Performancemanagementframework 82 Appendix7:FifeCouncilsupervisiontraining 83
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Acknowledgements
ThankyoutoallwhohavecontributedtothisSupervisionLearningResourcebyprovidingfeedbackandbygenerouslysharingexamplesfrompractice.Thistooktimeandeffortandwearesurethattheexamplesyouprovidedwillbehelpfultoothersintheworkforce.
MarianneHughes,PracticeLearningandDevelopmentManager,MidlothianCouncil
LouiseKelly,HeadofLearningandProfessionalDevelopment,ENABLEScotland
GillianMuir,LearningandDevelopmentAdvisor,ClackmannanshireandStirlingCouncil
DianeRoth,WorkforceChangeOfficer,FifeCouncil
Thanksalsotothosewhoreadanearlydraftandprovidedfeedback:
MembersoftheHRVoluntarySectorForum
MembersoftheLeadershipReferenceGroup
JanBeattie,DeputyDirectorWorkforceDevelopment,AlzheimerScotland
AndyJeffries,ActingHeadofChildren’sServices,CityofEdinburghCouncil
KarenMacDonald,LearningandDevelopmentManager,MeallmoreLimited
ReneRigby,MBE,IntegratedIndependentSector,CityofEdinburgh
TraceyRhodes,DementiaCareAdvisor,FourSeasonsHealthCare
HeatherSmith,PrincipalOfficer,ChildCareandProtectionTrainingandDevelopment,CityofEdinburghCouncil
KarenWaddell,ProjectManager,Quarriers
NeilWhettam,WorkforceandCarerDevelopmentOfficer,Children'sWellbeing,EastLothian Council
ProducedonbehalfoftheScottishSocialServicesCouncilbyDrHelenWhincup,BridgetRothwellandFrancesPatterson,UniversityofStirling
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1. Introduction
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ThislearningresourceaimstopromotegoodpracticeinsupervisionacrosssocialworkandsocialcareinScotland.Wehavebasedtheresourceoncurrentliteratureandresearchanditdrawsonexamplesofgoodpractice.Itoffersyouopportunitiestoexploreyourexperiencesandexpectationsofsupervisionandprovidessuggestionsforfurtherreading.Itincludeslinkstorelevantresourcestoextendyourthinkingandsupportthedevelopmentofgoodpractice. 1.1 Who is this resource for?
Thisresourceisforeveryonewhoworksinsocialserviceswhethertheyareinvolvedassupervisee,supervisororboth.
SocialServicesinScotland:ASharedVisionandStrategy2015-2020(ScottishGovernment,2015)describesthesocialserviceworkforceasa:
’large and diverse sector which employs around 190,000 people – including social workers, people working in residential and day care services for adults and children, care at home and housing support staff, occupational therapystaff,mentalhealthofficers,peopleworkinginadultandchildprotection and in criminal justice services’.
Ifyouarealreadyconfidentaboutthetheoryandpracticeofsupervision,thisresourcewillcomplementyourexistingknowledge.Ifyouarelessfamiliar,itwillintroduceyoutosomemodelsofsupervisionanddirectyoutoadditionalresources.Wehavedevelopedthematerialstoreflectthecharacteristicssetoutatlevel9oftheScottishCreditandQualificationsFramework(SCQF)andthelearningoutcomesofeachsectionintentionallyreflectthis1.
1.2. Using the resource
Bothsuperviseesandsupervisorscanusethislearningresource.Itmaybeusefultostaffwhoarenewtothesupervisoryroleoranyonewishingtodeveloptheirskillsandknowledge.Itisrelevanttothosewhohaveworkedinagencies,sectorsorprofessionswheresupervisionisnotsowellembeddedinprofessionalpracticeaswellassettingswheresupervisioniswellestablished.
Dependingonyourlearningneedsandhowyouliketoapproachlearningyoucandipintorelevantsectionsoftheresourceorgofrombeginningtoend.Ifyouprefertochoosethesectionswhichinterestyoumost,wesuggestyoustartbyreadingsection3.1,definitionsandfunctionsofsupervision.Thisisbecausepeoplehavedifferentexperiencesofsupervisionanditmaybehelpfultospendtimereadingsomeofthedefinitionsofsupervisionandthinkinghowthesematchordifferfromyourownexperiences.
1ScottishGovernment(2015)SocialServicesinScotland:ASharedVisionandStrategy2015–2020,Edinburgh,ScottishGovernment
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Throughouttheresourceyouwillfindexercisesdesignedtohelpyouthinkaboutyourpracticeandmakeyourlearninganddevelopmentclear.Youmightfinditusefultoshareyourthinkingwithpeersinsupervisionoraspartofamoreformalassessmentprocessifyouareusingtheresourceasasteptowardsanaccreditedqualification.Ifyouwanttotakeastructuredapproachwesuggestyoucompileaportfoliotoincludethecompletedexercisesandanyrelevantsupportingevidence.Thiscouldbeaneportfolioorhardcopyfolderwhichprovidesanoverviewofyourlearningandshowsyourknowledge,understandingandcriticalreflectiononsupervisioninsocialservices.Startbyreflectingonandnotingdownyourcurrentexperienceandunderstandingofsupervision.
Beforeweexplorethedifferentdefinitionsofsupervisioninvariousprofessionalsettings,itisusefultospendsometimereflectingonthebroaderquestionofwhysupervisionisnecessaryandimportant.
Exercise 1
Imaginesomeonewhohasrecentlyjoinedyourteamororganisationisspendingadaywithyoutobecomefamiliarwiththeworkplaceandthejobrole.Theyhavenopreviousexperienceofsupervisionandhaveaskedyoutoexplainwhatitisabout.
Duringacoffeebreaktellthemwhatsupervisionisandwhatyourexperiencehasbeen.
Onceyouhavereadtheresourceandcompletedtheexercisesandadditionalreadingyoumaywanttoreviewyourthoughts.
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2. Why dosupervision at all?
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Thissectionwillhelpyouthinkaboutthe:
•keystakeholdersforsupervisioninyourownworksetting•organisation’sinfluenceandinter-professionalworkingonsupervision•impactsupervisionhasinthewidercontextofyourorganisationandbeyond•waysyoumighttakeaccountofothers’roles.
Theimportanceofsupervisionisidentifiedinanumberofinquiryreports2andinprofessionaltraininganddevelopment.Itcontributestosafeandconsistentstandardsofpracticeandformspartofanorganisation’ssystemofqualityassurance.Itprovidessupportforindividualworkers,makingsuretheyarenotworkinginisolationbuthaveaccesstoadviceandguidancefromamanagerorexperiencedcolleague.Thisissignificantforneworrecentlyqualifiedemployeesbuttheopportunitytotestoutideas,reviewdecisionsandreflectonpracticeisvaluableforallstaff,regardlessoftheirroleandlevelofexperience.Research3hasshowneffectivesupervisionhelpsfosterresilienceandreducetheriskofburnout.Itoffersaspacefordialogueandcriticalreflection,recognisingsocialservicestaffaresometimesinvolvedinsituationswhichcanbedifficultanddistressing.Whenstrongemotionsareraisedintheworkerasaresultofpracticeitcanbehardtokeepabalancedperspectiveandexercisesoundjudgement.Youcanusesupervisiontomakesurerisksarecarefullyconsideredandbestpossibledecisionsreached.
’Supervision must enable and support workers to build effective professional relationships, develop good practice and exercise both professional judgement and discretion in decision making. For supervision to be effective it needs to combine a performance management approach with a dynamic, empowering and enabling supervisory relationship. Supervision should improve the quality of practice, support the development of integrated working and ensure continuing professional development4’
2.1Influencingandunderstandingthecontext
Sometimestheimportanceofsupervisionistakenforgrantedinsocialcareandsocialworksettings.Itislesscommonforpeopletotakethetimeandopportunitytoreallyexaminewhyitisaworthwhileactivitydeservingpriorityintheworkplace.Thiscanhavenegativeconsequencesaspeoplemaygothroughthemotionsandrepeathabitslearnedfromtheirownsupervisionexperienceswithoutfullyengagingwiththe
2Laming,W.H.(2003)TheVictoriaClimbiéInquiry:reportofaninquirybyLordLaming,https://www.gov.uk/government/publications/the-victoria-climbie-inquiry-report-of-an-inquiry-by-lord-lamingFlynn,MandCitarella,V(2012)WinterbourneViewHospital:ASeriousCaseReview,SouthGloucestershireSafeguardingAdultsBoard,SouthGloucestershireCouncil3Adamson,C,Beddoe,L,Davys,A(2014)BuildingResilientPractitioners:DefinitionsandPractitionerUnderstandings,BritishJournalofSocialWork,44(3),522-541
4SkillsforCare(2007)citedinBASW/CoSW(2011:3)Researchonsupervisioninsocialwork,withparticularreferencetosupervisionpracticeinmultidisciplinaryteams,BASW/CoSWEngland
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processandwhatmakesitmeaningful.Supervisors,andsupervisees,canbecomestuckinaparticularwayofworkingtogetherthatisnotconstructiveandishardtochange.Ortheymayfindtheyareabletoestablishausefulsupervisionrelationshipwithonepersonbutnotanotherwithoutreallyunderstandingwhy.Oneofthewaystothinkaboutthequestionof‘whysupervise?’istolookatourassumptionsaboutwhatdifferenceitmakes.
Exercise 2
Inyourexperience,whoorwhatisaffectedbythediscussionsyouhave,orthedecisionsmadeinsupervision?Trytobequitespecificabouthowtheseaffectdifferentpeople.
Oneofthewaysyoucanthinkaboutpeopleaffectedbyyourworkistousetheideaofstakeholders.Whilethistermoriginatesintheworldofbusiness,socialservicescommonlyuseittorefertoeveryonewhohasastake,orinterest,intheworkyouaredoing.
The literature5onsupervisionidentifiesfourkeystakeholders:
• people using services• staff• the organisation• partner organisations.
Formostsocialcareandsocialworkstaffitisclearsupervisoryconversationsshouldhaveanimpactonthemassuperviseesandthepeopletheyworkwith.Whetherdiscussingannualleaveplansorexploringsharedunderstandingofapracticeissueitiscleartheseconversationshaveanimpactonyouasaworker(forexample,whetheryougetthebreakyouaskedfor;orwhetheryouhavetheknowledgeandskillsneededtoworkwithaparticularindividual).Itisalsoeasytorecognisethatbothoftheseissueshaveanimpactontheperson you are working with(whenwilltheirpractitionerbeavailable?willthatworkerunderstandtheirneeds?).Formanysupervisees it is also clear the organisationhasastakeintheseconversations(howmanystaffwillbeavailabletoprovidecover?istheagencymeetingtherequiredstandardsandemployingcompetentstaff?).Inthecontextofincreasingintegrationandinter-professionalworking,itisoftenthecasethatpartners from other agencies or sectors areafourthsetofstakeholders(whenandhowdoyoubestcommunicatewiththem?howdoestheirperspectiveorcontributionfitwithyourown?).
5Morrison,T(2005)SupervisioninSocialCare:Makingarealdifferenceforstaffandserviceusers,3rded.Brighton,PavilionPublishingKettle,M(2015)AchievingEffectiveSupervision,Insight30.IRISS,www.iriss.org.uk
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Fromthepointofviewofasupervisorthesameislargelytrue,astheymakedecisionsaboutannualleaveorassessingthesupervisee’sunderstandingofapracticeissue,theymaybeconsideringtheimpactofboththingsonallstakeholders.
Whatimpactwillithaveon:
• the person receiving support?• the supervisee?• the supervisor as a representativeoftheimmediateteamandonthewider
organisation or profession?• anyother professionals/agenciesworkingwiththepeopleusingservices?
Noteverydecisionordiscussionneedsassessinginthiswayandthedifferentstakeholdersdonothaveanequalstakeineveryissue.However,theconceptofthesefourdifferentperspectivescanhelpyouachieveaworkableandeffectivebalanceacrossneedswhicharesometimescomplexandcompeting.Attheveryleast,youshouldrememberthestakeholderswhoholdleastpowerandwhoseviewsmaybeatriskofbeingoverlookedduringsupervisoryconversations.Thisisofparticularimportancegiventhelimitedresearchintotheimpactofsupervisiononoutcomesforpeoplewhouseservicesandcarers6.Itcanbehelpfultotestdecisionsfromtheirpointofviewbyasking,forexample:
• ifthepersonIamworkingwithwaslisteningwhatwouldtheysaywehave missed?• howwillouragreedactionaffectothersworkingwiththisindividual?• howshallweletthemknow?
Theconceptoffourstakeholdersisakeyaspectoftheintegratedmodelofsupervision7.Whatisvaluableinthisapproachistherecognitionthatthecontextinwhichitissetinfluencessupervisionbetweentwopeopleaswellasitaffectingawidernetworkofpeople.
Exercise 3
Towhatextentdoyoutakeaccountoftheperspectivesofallfourtypesofstakeholdersinyoursupervisionprocesseitherasasuperviseeorsupervisor?
Howcanyoubestidentifytheimpactofsupervisiononeachofthedifferentstakeholders?
6Carpenter,J;Webb,C;Bostock,LandCoomber,C(2012)EffectiveSupervisioninSocialWorkandSocialCare,ResearchBriefing43,London,SocialCareInstituteforExcellenceCarpenter,J;Webb,C;Bostock,L;(2013)Thesurprisinglyweakevidencebaseforsupervision:findingsfromasyetematicreviewofresearchinchildwelfarepractice(2000-2012),ChildrenandYouthServicesReview,35(1),1843-18537Morrison,T(2005)SupervisioninSocialCare:Makingarealdifferenceforstaffandserviceusers,3rded.Brighton,PavilionPublishing
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Thereareotherwaystoconsiderhowdifferentinterestsarerepresentedinsupervision.Thesupervisor’sexperienceisdescribedbysomewritersaslikeapiggyinthemiddlerole;tryingtobalancetheorganisation’srequirementswiththeprofession’srequirements.HughesandPengelly8contrastthiswiththeexperienceofsomemedicalpractitionerswhoclaimbothcaseautonomyovercasework(medical)decisionsandpracticeautonomyinorganisingandprioritisingtheirworkindependentofthemanagerialdemandsofthewiderhealthagency.Theysuggestthat’organisationalaspectsofsupervisionhave…oftenbeenperipheral‘intheseprofessionsbutitisinterestingtoreflectonwhetherthismayhavechangedinrecenttimes.Otherwriters,focusingonsupervisioninsocialwork9, note that much of the earlysupervisionliteratureemergedfromtherapeutictraditionswheretheinfluenceoforganisationalcontextwaslessdominant.
8Hughes,LandPengelly,P(1997)SupervisioninaTurbulentEnvironment,London,JessicaKingsley9Brown,AandBourne,I(1996)TheSocialWorkSupervisor,Buckingham,OpenUniversityPress
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3. What issupervision?
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Bytheendofthissectiontheaimisthatyouwill:
• bemoreknowledgeableaboutthedifferentfunctionsofsupervisionandyourresponsibilitiesassuperviseeorsupervisor
• haveanawarenessandunderstandingofsomemodelsofsupervisionandtheirrelevancetoyourpractice
• beabletocriticallyanalyseandevaluatethesupervisionpoliciesinyourworkplacewithreferencetorelevantmodelsofsupervision.
Section2onthecontextofsupervisionanditsimpactonthewidersystemmayhavefeltabstractbecauseitaskedyoutothinkbroadlyaboutthepurposeofsupervision.However,youwillhaveseentherearecontrastingideasaboutsupervisionwhichhaveresultedinavarietyofdefinitionsandfunctionsofsupervision.Someofthesemayunderpinthesupervisionpoliciesinyourownorganisation.Thissectionexploresthevariationindefinitionsandmodelsinmoreconcretewaysandprovidesguidanceforfurtherreading.
3.1.Definitionsandfunctionsofsupervision
Definitionsofsupervisiontellussomethingaboutwhatsupervisionaimstoachieveorthefunction(s)itintendstofulfil.
Althoughtherearevariousdefinitionsofsupervisiontherearecommonalitiesbetweenthem.Someplacemoreemphasisontheorganisationalpurposeofsupervisionwhileothersfocusmoreontheindividual.Whenanalysingthedifferentaspectsofsupervision,someauthorsidentifythreefunctions,whileothersseetheprocess10 as having four(ormore)functions.Whenreadingthissection,youwillwanttoconsiderwhichdefinitionhasresonanceinyourpracticecontextincludinghowthishasinfluencedyourorganisation’ssupervisionpolicy.
IRISS Insight11onachievingeffectivesupervisionmakesuseoftheCareCouncilforWales’definitionofthepurposeofsupervisionfortheorganisationas:
‘An accountable, two-way process, which supports, motivates and enables the development of good practice for individual social care workers. As a result, this improves the quality of service provided by the organisation.’
The SSSC StepintoLeadershipwebsitehasthefollowingdescriptionofsupervision,whichemphasisestheprofessionaldevelopmentofthesuperviseeinthecontextoftheorganisation’saimsandaccountability,particularlyinrelationtopeoplewhouseservices:
‘Supervision is a process which aims to support, assure and develop the knowledge, skills and values of the person being supervised (supervisee),
10Throughoutthelearningresourcesupervisionisreferredto,andunderstood,asaprocessnot an event.11Kettle,M(2015)AchievingEffectiveSupervision,Insight30.IRISS,www.iriss.org.ukWonnacott,J(2012)MasteringSocialWorkSupervision,London,JessicaKingsley
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team or project group. It provides accountability for both the supervisor and supervisee in exploring practice and performance. It also enhances and provides evidence for annual performance review or appraisal; it sits alongside an organisation’s performance management process with particular focus on developing people in a way that is centred on achieving better outcomes for people who use services and their carers.’
TonyMorrison,12whosewritingonsupervisionhashadastronginfluenceinsocialworkandsocialcare,explicitlyrecognisespersonalandprofessionalfunctionsalongsidetheorganisational.Healsopositionstheoverallpurposeofsupervisiontowardsachievingbestoutcomesforpeoplewhouseservices:
‘A process by which one worker is given responsibility by the organisation to work with another worker(s) in order to meet certain organisational, professional and personal objectives which together promote the best outcomes for service users.’
Thishighlightsthedelegated(organisational)authorityofthesupervisorinrelationtothesupervisee.IncontrastthedefinitiongivenbyHawkinsandShohet13onlyindirectlyrecognisestheorganisationaspartofthe‘widersystemiccontext’andinsteademphasisesthesharedprofessionalresponsibilitiesofsuperviseeandsupervisor:
‘Supervision is a joint endeavour in which a practitioner with the help of a supervisor attends to their clients, themselves as part of their client practitioner relationships and the wider systemic context, and by doing so improves the quality of their work, transforms their client relationships, continuously develops themselves, their practice and the wider profession.’
Amorerecentdefinition14highlightsnotonlytheseparatefunctionsofsupervisionbutalsorecogniseshowthesemaybeassignedtomorethanonesupervisor.Thisislikelytobecomeincreasinglycommoninintegratedservicesandwhenstaffmaybelinemanagedbysomeonefromadifferentprofessionalbackground.
‘Social work supervision is an interactive professional relationship and reflectiveprocessthatfocusesonthesupervisee’spractice,professionaldevelopment and well-being, with the objectives of improving, developing, supporting and providing safety for the practitioner and their social work practice. It is distinct and different from counselling/therapy, direct practice and consultation. Supervision may occur through a traditional internal hierarchical arrangement or an external professional arrangement which focuses on all of the areas and objectives, or a mix of internal and external arrangements, which focus on particular areas and objectives.
12Morrison,T(2005)SupervisioninSocialCare:Makingarealdifferenceforstaffandserviceusers,3rded.Brighton,PavilionPublishing13Hawkins,PandShohet,R(2012)SupervisionintheHelpingProfessions,4thed.,Maidenhead,OpenUniversityPress14O’Donoghue,K(2015)Issuesandchallengesfacingsocialworksupervisioninthetwenty-firstcentury,ChinaJournalofSocialWork,8:2,136-149
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The assigned or designated supervisors may be a line manager, colleague or external consultant/contractor or a combination of these where there is a mixed arrangement.’
WhenconsideringhowtheoverallpurposeofsupervisionisbrokendownintodifferentfunctionsInskippandProctor15identifythree.
• Normative–whichtheydefineasthesharedresponsibilityofbothsupervisorandsuperviseetomonitorstandardsandpracticeinawaywhichisethicalandreflectsthevaluebase16 of the profession.
• Formative–whichtheyseeasthesharedresponsibilityforthesupervisee’sdevelopment.
• Restorative–giventhenatureoftheworksupervisionneedstoprovidearestorativespacetoexploretheimpactandforthepractitionertore-charge.
Morrisonusesdifferentlanguageandaddsafourthelementinthefunctionsofsupervision:
• competent,accountableperformance/practice(thismaybereferredtoasthe managerialfunction)• continuingprofessionaldevelopment• personal support• engagingtheindividualwiththeorganisation(mediation).
Morrisonreferstothisfourthaspectasthemediationfunctionandhighlightsthewaysupervisionincludestheupwardanddownwardflowofinformationinorganisations.ThetableinAppendix1providesamoredetaileddescriptionofsomeofthetasksMorrisonidentifiesascontributingtoeachfunction.
Importantly,Morrisonsees‘personalsupport’asafunctioninitsownrightasdoInskippandProctorwhentheyrefertothe‘restorative’function.Incontrast,HughesandPengellypurposefullydonotdefinesupportasaseparatefunction.Thisisbecausetheyareconcernedthatsupervisees’ownneedscouldtakeprecedenceovertheneedsofpeoplewhouseservices.Theychooseinsteadtothinkofsupportasanelementunderpinningthethreekeyfunctionsofsupervisionwhichtheyidentifyas:
• managingservicedelivery• facilitatingpractitioner’sprofessionaldevelopment• focusingonpractitioner’swork.
15InskippandProctor,citedinDavys,AandBeddoe,L(2010)BestPracticeinSupervision:Aguideforthehelpingprofessions,London,JessicaKingsley.16OneplacewhereprofessionalvaluesareoutlinedisinprofessionalCodesofPractice.ForworkersinScotland’ssocialservicesthisistheSSSCCodesofPracticeforSocialServiceWorkersandEmployers(2016).
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HughesandPengellyemphasisethatthereareeffectivelythreeparticipantsinsuper-vision.Whilepeopleusingservicesarenotphysicallypresentintheroom,itisvitallyimportantbothsupervisorandsuperviseeactivelyconsidertheirperspective.Itcanbehelpfultoholdtheimageofatriangle(representingsupervisor,superviseeandpeopleusingservices)asameansofmakingsureattentionstaysfocusedonoutcomesforpeoplewhouseservices.
Exercise 4
Find the supervision policy in your organisation
Wasiteasytoaccess?Isitreferredtoregularly?Readitandidentifytheextentitexplicitlydrawsonandintegratesthefunctionsofsupervisionyouhavejustreadabout.Isitpossibletoidentifythekeytheoriesorprincipleswhichhaveinformedthepolicy?
Consider your own experiences of supervision in the organisation where you currently work
Towhatextentarethefunctionsoutlinedinyourorganisation’spolicyputintopractice?Isthereabalanceacrossdifferentfunctions?Ifso,howisthisachieved?Ifnot,whataspectsofsupervisionseemtotakepriorityandwhy?
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Itcansometimesbehelpfultolookatanotherorganisation’ssupervisionpolicytohelpthinkaboutwhatyourorganisationdoeswellandwhatitmightwanttochange.ENABLEScotlandhasdevelopeditssupervisionpolicyandpracticeanditsheadoflearningandprofessionaldevelopmentreflectsontheprocessbelow,withlinkstothetemplate(Appendix2)currentlyusedtorecordsupervision.
Supervision to support personalised services
ENABLEScotlandrecentlyreviseditsapproachtosupportandsupervisiontobettersupportpersonalisedservices.Weusedaproactiveanddynamicapproachforthistask.Agroupofstaffmettotry,learn,adaptandimprovetheexistingapproachandtotroubleshootissues.Weusedparticipativeleadership,personcentredapproaches,afocusontheoutcomesofthepeoplewesupport,theEuropeanFoundationforQualityManagement(EFQM)qualityframeworkandtheSSSCcompetenciesoftheContinuousLearningFrameworktounderpindevelopmentofthesystemandprocesses.Thestaffusedaquickturnaroundandfollowedaniterativeplan,do,check,act,approach.Thisenabledthepaperworktoimproveasitwastrialled.
Wechosetouseopenquestionstoencouragefirstlinemanagersandpersonalassistantstofocusonresilienceandstrength.Forexample,staffmembersareasked‘Whatareyoursuccesses?Whatareyoupleasedabout?’Theyarealsoasked‘Whatwillyoufocusontohelppeopleusingservicesmovetowardspersonaloutcomes?’Workersareencouragedtoseekfeedbackfromothers.Thiscomplementsa‘noblame’improvementculturewherestaffmembershavecopingstrategiesbeyondthesupervisionsessions.
SeethecurrentformweusetorecordsupervisioninAppendix2.ThisismerelyasupporttogoodconversationandopendialogueinsupervisionandwillbereviewedagainbasedonfeedbackfromENABLEScotlandstaffonitsusefulness.
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MidlothianCouncilhasalsoreviewedandamendeditssupervisionpolicytostrengthenitsfocusonoutcomesforpeoplewhouseservices.Itspracticelearninganddevelopmentmanager(healthandsocialcare)outlinestheprocesstakenonthenextpage.
Midlothian Council’s review of their supervision policy
AsmallgroupofteamleadersacrossadultandsocialcareandchildrenandfamiliesworkedwiththelearninganddevelopmentmanagertoreviewMidlothianCouncil’ssupervisionpolicy.Weconsideredarangeofoutcomes-basedsupervisionpolicies.Afterconsultingstaffandseveraldrafts,wewroteandadoptedanoutcomes-basedsupervisionpolicyandguidance.
Werecognisedtheriskatthispointwasalackofimplementation.Throughtheinitiativeofkeyteamleadersandlearninganddevelopmentstaffwetookforwardanumberofactions.
• Developmentofanobservedpracticetemplatetouseforannualfeedback withstaffinrelationtotheirpractice.• Smallgrouptoplanatrainingdayonplanningandimplementinggroup supervision–thiswasidentifiedasanimportantpartofimplementingarange ofmethodsofsupervision.• Ongoingtrainingineffectivesupervisionskills–toprovidesupportand practicaltools/frameworksfordevelopingsupervisionpractice.• Gatheringfeedbackfromteamleadersabouthowtheywereshiftingtheir approachesinsupervision,forexamplestartingwithdevelopmentalareas, askingthestaffmembertoprioritiseeightmostimportantareasofworkfor discussiontoavoidanoverlycasemanagementapproach.• Linkingsupervisionpolicytotheappraisalprocesssobothareoutcomes insteadofobjectivesbased.
Onreflection,theintegration(ofhealthandsocialcare)agendawasnotaddressedalongsidedevelopingthesupervisionpolicy.Thedifferentunderstandingsofsupervisionandreflectionbetweenhealthandsocialcareprovidearangeofnewstepsinthejourneyofimplementationandultimatelyensuringimprovedoutcomesforpeopleusingservicesandcarers.
TheChangingLives:21stCenturyReviewofSocialWorkreport17identifiedtheneedforpractitionerstobebothautonomousandaccountable.Autonomousdoesnotmeanthepractitionerisentirelyindependentbutimpliestheyareabletomakedecisionsappropriatetotheirroleandfunction.Accountabilityisaboutbeingabletoexplainhowandwhythepractitionermadethosedecisions.Theauthorityyouhave(delegatedbyyourorganisationandbecauseofyourprofessionalandpersonal
17ScottishExecutive(2006)ChangingLives:Reportofthe21stCenturySocialWorkReview,Edinburgh:ScottishExecutive
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experience)andtheauthorityofyoursupervisor/superviseewillberelevantwhenconsideringtheappropriatebalancebetweenautonomyandaccountability.Reflectingonthedefinitionsandfunctionsofsupervisionshouldstarttotriggerthoughtsforyouabouttheauthorityyouassumeexistsinyoursupervisoryrelationships.Whilealldefinitionshighlightthemanagerialresponsibilitiesheldbysupervisors,theseresponsibilitiesdonotabsolvethesuperviseeofpractice(andprofessional)responsibilitiesorofallauthoritytomakedecisionsinworksituations.Therewillbesomeareasofauthoritywhicharenegotiatedbetweensuperviseeandsupervisorandotherswhichareassignedtooneorotherbecauseoftheirroleandresponsibilitiesortheirprofessionalbackgroundand/orexperience.
Exercise 5
Severalmodelsofsupervisionemphasisethesharedresponsibilitythatsupervisorandsuperviseehaveformakingsuresupervisioniseffective.IntheexamplegivenbyENABLEScotlandthisextendedtojointresponsibilityforthedesignofthesupervisionprocessitself.Canyoudescribethewaysyoufeelresponsibilityissharedinyourownsupervisionandreflectonwaysthiscouldbeenhanced?
3.2 Balancing the functions of supervision
Youhavenowconsideredthedifferentfunctionsofsupervision.UsingMorrison’sframeworktheseincludethemanagement,support,developmentandmediationfunctions.InScotland,ChangingLives18notedaconcernthatsupervisionhadbecometooweightedtowardsthemanagerialfunction.Manywritershaveidentifiedhowthemanagementfunctionmaydominate19withtheresultthatsupervisionfocusestoomuchonperformancemonitoringandcaseloadmanagement.Thereisariskofthishappeningwhenallfourfunctionsareincludedinasinglesupervisoryrelationshipasiscommoninsocialworkteams.
Therearemanyreasonsforthisimbalancetooccur.Wherethemanagement function dominatesitmaybebecause:
• thereissignificantpressuretoreportonworktofunders,seniormanagementandinspectors
• thereisanaversiontoriskandapresumptionthatonewayofmanagingthisistomakesurethatcomprehensiveinformationiscollectedandscrutinised
18ScottishExecutive(2006)ChangingLives:Reportofthe21stCenturySocialWorkReview,Edinburgh:ScottishExecutive19Noble,CandIrwin,J(2009)SocialWorkSupervision:AnExplorationoftheCurrentChallengesinaRapidlyChangingSocial,EconomicandPoliticalEnvironment,JournalofSocialWork,9(3),pp.345–358Gordon,R.andHendry,E.(2010)SupervisingAssessmentsofChildrenandFamilies:Theroleofthefront-Linemanagers,inJ.Horwath(ed.)TheChild’sWorld:TheComprehensiveResourcetoAssessingChildreninNeed,2nded.London,JessicaKingsleyO’Donoghue,K(2015)Issuesandchallengesfacingsocialworksupervisioninthetwenty-firstcentury,ChinaJournalofSocialWork,8(2),136-149
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• thereisalackoftrustbetweentheparticipantsinsupervision• thecultureoftheorganisationisdefensive• thesupervisorisuncomfortablewithher/hisauthorityandovercompensatesbybeingexcessivelydemanding
• thesupervisorislesscomfortableinthesupportroleand/orlackstheskillstopromotedevelopmentorreflection.
In other situations the supportivefunctionmaydominate.Thismightbebecause:
• thesupervisorisawareofthepressureher/hisstaffareunderandtriestocompensatebybeingprotective
• thesupervisorisuncomfortablewithher/hisauthorityandovercompensatesbybeingexcessivelynurturing
• theboundarybetweenpersonalandprofessionalissuesisunclearandthesupervisorgetspulledintoacounselling/therapeuticrole20
• thesuperviseeisnotfullyconfidentintheirprofessionalroleandcanbeoverlydependentonthesupervisor
• theorganisationhasatough‘macho’cultureandsupervisionisacompensatoryspace.
Thevalueofafourfunctionmodelinasinglesupervisoryrelationshipisthatbothparties(supervisorandsupervisee)havetomanagethebalancebetweenfunctions.Inaconsistentsupervisoryrelationshipyoucanoftenworkthroughthetensionsevenifthereisnoperfectsolution.Oneofthebestremediesforanimbalanceinthefunctionsistoconsciouslyreintroducethoseelementsthathavegonemissing.Asupervisormayposealearningquestiontoshifttheconversationintodevelopmentorintroduceateamororganisationalperspective(mediation)toshiftthefocusfrommorepersonaldiscussion.
Insomeorganisations,oneapproachistoseparatethefunctionsofsupervisionandgivethesetodifferentpeople.BradleyandHojer21explorecontrastingpracticeintheUKandSwedenwherethereisoftenadividebetweenlinemanagementandconsultation.Ifyouareworkinginacontextwherethefunctionsofsupervisionaresplit,youwillwanttoconsiderthebenefitsofthisforyou,forpeoplewhouseservicesandcarersandfortheorganisation.Forexampleitcanhelptomakesurethespaceforreflectionisnotlost.Asharedsupervisoryarrangementcancreateitsownchallenges.Wheretherearetwopeoplesharingresponsibilityforthefourfunctionsthesplitmaybebetweenanoperationsmanager,whoattendstoworkflowissues,performancemonitoringandorganisationalrequirementsandapracticeorclinicalsupervisorwhosefocusisonthepractitioner’sdevelopmentandsupport,sometimesinthecontextofaparticularprofession.Thismayhelptomakesureprofessionaldevelopmentand/orsupportneedsareaddressed.Howeveriftheroles
20Cousins,C(2010)‘TreatMeDon’tBeatMe’….ExploringSupervisoryGamesandTheirEffect21Bradley,GandHojer,F2009Supervisionreviewed:reflectionsontwodifferentsocialworkmodelsinEnglandandSweden,EuropeanJournalofSocialWork,12(1),71-85
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andresponsibilitiesarenotclearlydefinedandunderstoodbyallpartiesinvolvedthepractitionercan:
• receiveconflictingmessages• fallbetweentwopossiblesourcesofsupportbecauseofassumptionstheother personisprovidingsomethingtheyarenot• exploitdifferencesbetweensupervisorstoavoidtasksorresponsibilities.
Ifyousupervise(oraresupervised)inaworksettingwherethefunctionsareallocatedtodifferentpeople,itwillbeusefultothinkabouthowtominimiseoravoidsomeofthepotentialdifficultiesincludingfragmentation,duplicationandomission.Ataminimum,werecommendyouhaveoccasionalthree-waymeetingstodiscussarrangementsandexplorethekindsofchallengesthatmayariseaswellasmakingthemostofthebenefits.
Thereisanincreasingfocusonintegrationinsocialservicesanditisnotunusualforsomeonefromadifferentprofessionalbackgroundtosupervisestaff.Intheseinstances,thedifferentfunctionsmaybedistributedacrosstwoormoremembersofstaff.Ifthisispartofyourexperience,asasupervisororsupervisee,oryouarethinkingaboutthepossiblebenefitsthismaybring,thereisashortfilm(Supervisioninanintegratedsetting)ontheSocialCareInstituteforExcellence(SCIE)websitewhichshowshowpracticeinanintegratedsettingcanbeenhancedby‘complementinglinemanagementsupervisionwithclinicalandprofessionalsupervision’.
Exercise 6
Whatdoyouthinkwouldbethebestpossiblearrangementsforsupervisioninyourorganisation?Whatwouldthechallengesbeandhowcouldtheybeaddressed?
3.3 Outcome focused supervision
Therehasbeenanincreasedemphasisonimprovingoutcomesforpeoplewhouseservicesandforcarersinrecentyears.Inpart,thishasbeeninresponsetoevidencethat,despiteextensiveinputfromsocialcareandsocialworkservices,therewaslimitedimpactonsomepeople’sdaytoday,livedexperience22. This emphasis is also informedbyshiftsinthebalanceofpowerbetweenprofessionalsandpeopleusingservicessoindividualshaveagreaterroleindesigningandcommissioningtheirownsupport.Reflectingthisfocusonoutcomesforpeoplewhouseservicesandcarers,therehasbeenasimilarshiftinsupervisionwiththedevelopmentofpolicieswhichencouragesupervisees/supervisorstouseanoutcomefocusedapproachinsupervisionsessions.
22ScottishExecutive(2002)“It’severyone’sjobtomakesureI’malright”,Edinburgh,ScottishExecutive
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Inthecontextofworkingwithyoungpeople,Bucknell23developedacyclicalmodelforoutcomefocusedsupervision.Workingtogether,thesupervisorandsuperviseefirstlyfocusonthefuture–whatarethedesiredoutcomestheyareworkingtowards?Nexttheyidentifyspecificgoalsandrealistictimescalesforachievingthese.Asafoundationformovingforward,theyconsiderexistingstrengthsandhowthesecandevelopfurther.Progressissustainedbycontinuallylookingatthenextstepsandusingthesupervisoryspacetorehearseorpreparefornewkindsofengagementwiththeyoungperson.Inthismodel,thesupervisoriscommittedtogivingregular,constructivefeedbackandtheprocessincludesongoingreviewsothatprogressisevaluatedandgoalsrevisitedasappropriate.
Bucknellhighlightsthewaythisapproach:
‘parallels the supportive and shared process the supervisee is building with the young person’.
AlthoughBucknelldevelopedthiscyclicalapproachfordirectworkwithyoungpeople,itcanbeappliedacrossotherareasofpractice.Themodelmighthelpyouthinkaboutthedifferentaspectsofoutcomefocusedsupervisionandtofocusmoreclearlyonoutcomesforpeoplewhouseservicesaswellasforyourselfasapractitioner.
Exercise 7
UsethefollowingpromptsbasedonBucknell’smodeltothinkaboutarelativelyroutineproblemorissue(foryouorforsomeoneyouworkwith)andhowaclearfocusonoutcomesmighthelp.Youmaywanttousethisexerciseasabasisfordiscussioninsupervision.
• Whatdoyouwanttoachieveortochangeinthesituation?• Whatexistingstrengthsorcapabilitiesmighthelpyou?• Whatmightbethefirststep?Thiscouldincludeshadowingaworkcolleague, readinganarticleorlisteningtoapodcast.• Howmightyoutestoutyourideas?Thiscouldincluderehearsingsomething withapeeroryoursupervisorortakingonanewpieceofwork.• Whatisthemosteffectivewayforyoutoreceivefeedback?• Howwillyouusefeedbacktohelpyouachieveyourgoal?
23Bucknell,D.OutcomeFocusedSupervisioninH.L.Reid,andJ.Westergaard,(2006)ProvidingSupportandSupervision:Anintroductionforprofessionalsworkingwithyoungpeople,Oxon,Routledge5
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4. Supervisioncontracts
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Inanearliersectionofthisresourceweaskedyoutofindthecurrentsupervisionpolicyinyourorganisation.Oneaspectofpolicyandpracticeistheuseofsupervisioncontracts(alsocalledsupervisionagreementsorworkingagreements).Thissectionexplorestheprincipleswhichshouldunderpinsupervisioncontractsandhowtousetheminameaningfulwayinthesupervisionprocess.
Bytheendofthissectiontheaimisthatyouwill:
• haveanawarenessandunderstandingofthewaysupervisioncontractscontributetotheprocessofsupervisionandcanreflectthevaluesandprincipleswhichshouldunderpinsupervision
• beabletocriticallyanalyseyourroleandresponsibilitiesinrelationtosupervisionandconsiderhowyoucancontributetothesupervisioncontracts.
The literature on supervision highlights the importance of supervision contracts24. However,practitionersandmanagerswhocontributedtothisresourcetoldustheiruseinpracticeisvariable.Someorganisationsdonotusethecontractsconsistentlywithallmembersofstaff;inotherinstancestheyareneverreviewedaftertheyarepreparedatthebeginningofanewsupervisoryrelationship;sometimesthesuperviseeintroducestheminresponsetodifficultiesinthesupervisoryrelationshiporwherethereareconcernsaboutpractice.Evenwhensupervisioncontractsareinplace,theymaybeviewedasonlya‘formfillingexercise’25ratherthanbeingseenasavaluablepartoftheprocessofsupervision.
Thereisevidencetosuggestprocessesanddynamicsinthesupervisoryrelationshiparesometimesmirroredinpractice26andtheconversecanalsobethecase27. When criticallyreflectingontheroleofsupervisioncontracts,youmightfindithelpfultothinkaboutagreementsorcontractsyouhavewithpeoplewhouseservicesandhowsomeoftheprinciplesunderpinningthesecouldtransfertoasupervisioncontract.Forexample,itwouldbeunusualtodrawupacontractwithsomeoneusingservicesatthebeginningofyourworkingrelationshipandneverreviewit.
24Hawkins,PandShohet,R(2012)SupervisionintheHelpingProfessions,4thed.,Maidenhead,OpenUniversityPressMorrison,T(2005)SupervisioninSocialCare:Makingarealdifferenceforstaffandserviceusers,3rded.Brighton,PavilionPublishing25Wonnacott,J(2014)DevelopingandSupportingEffectiveStaffSupervision:Areadertosupportthedeliveryofstaffsupervisiontrainingforthoseworkingwithvulnerablechildren,adults,andtheirfamilies,Brighton,PavilionPublishing26Munro,E(2011)TheMunroReviewofChildProtection:FinalReport,London,DepartmentforEducationFerguson,H(2011)ChildProtectionPractice,London,Palgrave27Hawkins,PandShohet,R(2012)SupervisionintheHelpingProfessions,4thed.,Maidenhead,OpenUniversityPresseOfsted(2012)Highexpectations,highsupportandhighchallenge,Manchester,Ofsted,28Morrison,T(2005)SupervisioninSocialCare:Makingarealdifferenceforstaffandserviceusers,3rded.Brighton,PavilionPublishingwww.ofsted.gov.uk
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Morrison28usestheanalogyofathree-leggedstooltothinkaboutthedifferentcomponentsofasupervisioncontract.Thisdrawsattentiontothefactthatneglectinganyofthesekeyareaswillcausethestooltowobbleandunderminethefoundationsofthesupervisoryrelationship.
Administrative
Thisincludespracticaldetailsaboutthefrequency,locationandrecordingofsupervision,includingwheresupervisionrecordswillbestoredandwhatarrangementsaremadeforreschedulingsupervisionifaplannedsessionhastobecancelled.Itshouldalsoincludeadateforreview.Theimportanceofthisbasicinformationshouldnotbeunderestimated;itprovidesalevelofpredictabilityandclearfoundationsfortherelationship.
Professional
Thisinvolvestheparticipants(andtheorganisationatawiderlevel)havingadialogueaboutandexplicitlynotingthepurpose,focus,andprinciplesofsupervision.Thisistoenableclarityaboutaccountability,includingthemeaningofandlimitsto,confidentiality.Itshouldoutlinewhatparticipantsshoulddoifthereareconcernsaboutpractice,oraboutthenatureofthesupervisoryrelationship.Itmayalsobehelpfultostateexplicitlywhatwillhappenintheeventofadisputebetweensupervisorandsupervisee,forexampleinvolvementofathirdparty.
Balanced supervision contracts
Threekeyelements:
Administrative
Professional
Psychological
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Psychological
Thisinvolvesaconversationaboutthemotivation,commitmentandsharedresponsibilitiesinsupervisionandisbasedontheprinciplethateachparticipantcontributestothesupervisoryrelationship.Negotiatingthispartoftheagreementmightincludereflectingonexpectations;clarifyingwhateachpersonwouldliketogetfromthesupervisoryprocessandwhatasuccessfulsupervisionrelationshipwouldlooklike.Itmightalsoincludediscussionofhowthesuperviseelikestoreceivefeedback;whatwouldbethelikelywarningsignsiftheywereexperiencingstressoranxietyforexample.
Theparticulardesignandcontentofyoursupervisioncontractwillvaryaccordingtoyourworksettingandthepeopleinvolved.ThereareexamplesofsupervisioncontractsinbothMorrisonandWonnacott’spublications29andsomesuggestedcontentisbelow.JaneWonnacottobservesthevalueofacontractlieslessinthepaperworkproducedthanintheprocessthatparticipantshaveusedtocometotheiragreement.
Asupervisioncontractmightincludethefollowingareas(adaptedfromtheSocialCareInstituteforExcellencewebsite).
Arrangements for planned one-to-one supervision–includingthevenue,frequency,durationandwhatthearrangementsareifsupervisor/superviseehastocancelduetoanemergency.
Arrangements for complementary methods of supervision–forexampleadhocarrangements,phone,Skypeorgroup.
Link between supervision and other management processes–includingappraisal,personaldevelopmentplans,postregistrationtrainingandlearning(PRTL)arrangements(whererelevant)andabsencemanagement.
The purpose and content of supervision sessions–includingagendaitemswhichreflectthedifferentfunctionsofsupervision.Therewillbesomeroutineagendaitemsandotherspecificissuesbroughtbysuperviseeorsupervisor.Bothpartiesshouldbeclearhowthenegotiableaspectsoftheagendawillbeprioritised.
The expectations of the supervisee regarding supervision–whendrawingupsupervisioncontractsitcanbehelpfulforthesuperviseetoreflectontheirpastexperienceofsupervisionandhowthismayaffecttheircurrentexpectationsoftheprocess,alongwiththeirexpectationsofthesupervisor.
29Morrison,T(2005)SupervisioninSocialCare:Makingarealdifferenceforstaffandserviceusers,3rded.Brighton,PavilionPublishingWonnacott,J(2014)DevelopingandSupportingEffectiveStaffSupervision:Areadertosupportthedeliveryofstaffsupervisiontrainingforthoseworkingwithvulnerablechildren,adults,andtheirfamilies,Brighton,PavilionPublishing
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The expectations of the supervisor –includingtheirexpectationsofthesuperviseeandwhatthisisbasedon,includingexperienceandprofessionalexpertise.
Preparation by the supervisor–includingbecomingfamiliarwiththesupervisee’scurrentworkandpreviousexperiences.
Preparation by the supervisee–includinghowtheycancontributetotheagendabyidentifyingissues/practicesituationstheywishtodiscuss.
Factors that you may need to take into account in the development of this supervisory relationship–forexamplegender,disability,race,culture,age,sexualorientation.Itisalsohelpfultodiscussthelearningstyleofthesuperviseeandhowtogivefeedbackinawaywhichismosteffective.
Raisingandresolvingdifficulties–thisincludesconcernsaboutpracticeand/orwherethereareproblemsinworkingtogetherandthemethodsforresolvingthis.
Recording supervision–thisshouldclarifywhoseresponsibilityitistorecordsupervision;wheresupervisionwillberecorded;whatprocessesareinplaceforresolvinganydisagreementsaboutwhathasbeenrecordedandaccesstorecords.Aspartofthisdiscussion,thelimitstoconfidentialityneedtobeexplicit.
Appendix3includesalistofquestionsyoumightfindhelpfulwhendrawingup(orreviewing)asupervisioncontract.
Exercise 8
Thinkaboutyourcurrentexperienceofsupervision.
Doyouuseasupervisioncontract?Ifnot,whatbenefitsdoyouthinkitmightbringtoyoursupervision?Ifyoualreadyhaveasupervisioncontract,doyouthinkitaddressesallthreeelementsinaneffectiveway(administrative,professionalandpsychological)?
Asupervisionrelationshipwillchangeovertimeasyougainexperienceanddevelopinyourpractice.Youneedtoreflectthisinyoursupervisioncontract.Whenwasitlastreviewed?Arethereanychangesneededandwhatbenefitsmightthisbring?
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5. Differentapproaches to supervision
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Earlierintheresourceyouconsideredthedifferentfunctionsofsupervision,however,therearealsodifferentmodelsofsupervision.
Bytheendofthissectiontheaimisthatyouwill:
• haveacriticalunderstandingofthescopeofsupervision,includingthedifferentformssupervisioncantake.
The StepintoLeadershipwebsitehasasectiononsupervisionwhichidentifiesanddefinesfourdifferentformsofsupervision.
One-to-one supervisionOne-to-onesupervisioniswidelyusedandthesupervisorisusuallythesupervisee’slinemanager.Sessionsareformallypre-arrangedandtakeplaceinaconfidentialsettingandprotectedplace.
Shared supervisionSharedsupervisionallowsteamstoshareresponsibilityforsupervisingindividuals.Sharedsupervisionisstillconductedone-to-onebutthesupervisorinthiscasewillnotbethesupervisee’slinemanager,insteadheorshewillbeapractitionerwhohasskillsandexperiencerelevanttothesupervisee’scurrentprojectsorcaseloadandsoisabletoprovidespecificallyrelevantsupportand/ormentoring.
Group supervisionGroupsupervisionisusuallyfacilitatorledviaaformal,pre-arrangedprocessthatisagreedbythesupervisorandsupervisees.Themake-upofthegroupdependson the goals of the supervision. Group supervision complements, rather than substitutes,individualsupervision,thoughitmayreducehowoftenyouneedone-to-onesupervision.
Professional supervisionProfessionalsupervisionisforprofessionallyqualifiedworkersinsocialservices.Professionalsupervisionsupportssuperviseestomaintainprofessionalidentity,knowledgeandmeettheirpostregistrationtrainingandlearningrequirements.
Thisisjustonewayofconsideringdifferentkindsofsupervision.Forexample,manypeoplemightviewsupervisionofallstaff,qualifiedandunqualified,asa professional activity.Andone-to-one supervision is the most common form of supervision for professionallyqualifiedworkers.
Insomesettings,suchasresidentialcare,shiftworkingcreateschallengesforstaffsupervisionandamodelofshared supervisionmaybeusedwheretwoormoremanagerssharethesupervisionofindividualstaff.Inthatsituationworkerswillreceiveone-to-onesupervisionbutnotalwayswiththesamesupervisor.
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Someorganisationsmayofferpeer supervisionortheremaybeopportunitiestoconsultwithanexternalsupervisoraswellasthesupervisionprovidedbyalinemanager.Thereareavarietyofwaysofstructuringgroupsupervisionaswellasthemodeldescribedabove.Inparticular,group supervisionmaybenefitworkerswhoarethemselvesengagedingroupworkandcanusethesupervisionspacetoexploresomeofthedynamicsandchallengestheyencounterintheirpractice.
Dependingonyourroleandyourspecificworksettingyoumayhaveexperienceofdifferentformsofsupervisionoryoumayonlybefamiliarwithoneapproach.Ifyouwanttolearnmoreaboutothermodelsyoucanreadmoreabouttheseinthesectionon supervision on the StepintoLeadershipwebsiteortheresourceslistedattheendof this resource.
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6. Different types of one-to-one supervision
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Thisresourceclearlyexplainssupervisionisaprocess,notanevent.Intheprevioussection,weaskedyoutothinkaboutarangeofapproachestosupervisionandinthissectionyouwilllookinmoredepthatdifferentaspectsofone-to-onesupervision. Bytheendofthissectiontheaimisthatyouwillbeableto:
• criticallyreflectonthebenefitsanddrawbacksofanumberoftypesofone-to-onesupervisionandthepossibleimplicationswhereonemethodisusedtotheexclusionofothers.
Asyouwillknowfromyourownexperienceworkinginsocialservicesinvolvesdealingwithsituationswhichcanbeunpredictableandchallenging.Asaresultitisimportantsupervisioncanberesponsiveandflexible.Thismeansthatalthoughstructuredplannedone-to-onesupervisionsessionsareimportant,therewillbetimeswhenanissueneedstobediscussedmoreurgently.Wonnacott30describesfourdifferenttypesofone-to-onesupervision(below),allhavebenefitsanddrawbacks.Whenreadingabouttheseyoumightfinditusefultoreflectonyourownsupervisiondiscussionsoverthelastfewmonthsandconsiderwhetheronekindofdiscussiontendstodominateandifso,whydoesthathappen?Thinkaboutthepossibleimplicationsofthisforyou,fortheorganisationandforpeoplewhouseservices.
Formal and informal supervision
30Wonnacott,J(2014)DevelopingandSupportingEffectiveStaffSupervision:Areadertosupportthedeliveryofstaffsupervisiontrainingforthoseworkingwithvulnerablechildren,adults,andtheirfamilies,Brighton,PavilionPublishing
Formal,planned,one-to-onesessions
Formalmeeting setupbetweenplannedsessions
Plannedinformal sessions
Ad-hocinformal discussion
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• Formal planned one-to-one sessions
Theseprovideconsistency,predictabilityandregularityandarelikelytofacilitatethedevelopmentofapositiverelationship.Theyallowfortheongoingreviewofpracticeissueslinkedtosupervisionrecords(managerialfunction),aswellasmaintainingafocusondevelopmentalneeds.
Buttherearedrawbackstorelyingsolelyonformalsessions,particularlyinsituationswheretherearefastmovingpracticedevelopments.Theymaynotbesufficientlyresponsiveinunpredictable,challengingsituations.
• Formal meeting set up between planned sessions, often to discuss a specificissue.
Theseareresponsivetoimmediateneedandlikelytobeimportantindebriefingincidentsorwhenmakingurgentdecisions.Theyareanimportantaspectofmanagementaccountabilityandsupport.
Butrelyingonthisformofsupervisionaloneisunlikelytoaddressongoingprofessionaldevelopmentneedsandmayresultinlonggapsbetweensessions.
• Planned informal sessions for example arranging a discussion at the workers desk or speaking on the telephone after a visit.
Thismayprovidesupportincircumstanceswhereamoreformaldiscussionisnotpossible.
Butthereisatendencytorecordthesediscussionspoorly.Theremaybeissuesrelatingtothesupervisee’ssupportordevelopmentneedsthatneedtobenotedintheirsupervisionrecord.Itmayalsomeansignificantrisksandconcernsarenotformallyrecordedandtheremaybelackofclarityregardingroles,responsibilitiesandactions.
• Ad-hoc informal conversations (in his report into the death of Victoria Climbié, Lord Laming31 referred to these critically as ‘corridor supervision’)
Thesemayhavesomelimitedvalueingivingreassurancetothesuperviseethattheirissues/concernsareheard.
Butitisfarmorechallengingtorecordimportantissuesrelatingtothedevelopmentneedsoftheworkerand/orpracticeissues,maygetlost,withrepercussionsforplansanddecisionmakinginrelationtopeoplewhouseservices,carersand/orworkers.
Discussionsmaybreachconfidentialityanditislikelythatsuperviseeandsupervisormovestraighttoactionandoverlookreflectionandanalysis.Thismayleadtoflawed
31Laming,W.H.(2003)TheVictoriaClimbiéInquiry:reportofaninquirybyLordLaming
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decisionmaking,withconsequencesforallstakeholders.Thestatusofthedecisionmaybeunclear.
Exercise 9
Doaninformalauditofthekindsofsupervisiondiscussionyouhaveatwork.
Thinkaboutthedifferentkindsofsupervisionyouexperience.Doesoneapproachtendtodominateandifso,why?
Thinkingaboutformalandinformalsupervisionandaboutplannedoradhocdiscussionswhatimpactdoeseachofthesehaveonoutcomesfor:
• thepeopleyouareworkingwith
• youasaworker
• yoursupervisor
• yourorganisation?
Howmightyouraisethisissueinsupervisionandwhatchanges,ifany,wouldyouliketomake?
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7. Group supervision
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Bytheendofthissectiontheaimisthatyouwill:
• haveacriticalunderstandingofthebenefitsandlimitationsofgroupsupervision• havereflectedonhowyoumightusegroupsupervisiontocomplementone-to- one supervision.
Thereisincreasinginterestingroupsupervisionandwhatitcanoffer.Thissectionexploressomeaspectsofgroupsupervisionandconsidersthebenefitsofthisapproachaswellassomeofthechallengesinvolvedintakingpartin,orfacilitating,group supervision.
KadushinandHarkness32definedgroupsupervisionas:
‘theuseofagroupsettingtoimplementtheresponsibilities(orfunctions)ofsupervision’.
Theyspecificallynotedhowitdiffersfromotherorganisationalactivitieswhichmightinvolvegroupsbutarenotsetuptomeetthefunctionsofsupervisionforexampleateammeetingisnotaformofgroupsupervision.AnumberofauthorsincludingBrownandBourne33highlightthatgroupsupervisionmaynotaddressallthefunctionsofsupervisionbutmaybeused‘toimplementpartoralloftheresponsibilitiesofsupervision’.Oneoftheimplicationsofthisisthatgroupsupervisionismostoftenusedtocomplementone-to-onesupervisionandisrarelysufficientonitsowntomeetthesupervisoryneedsofindividualworkers.
Theliteratureonsupervisionhasidentifiedpositivefeaturesassociatedwithgroupsupervision.
• Groupsupervisionallowspractitionerstosharetheirexperienceswithothersinsimilarcircumstances,whichaimstoincreaseopportunitiesforlearning,newideasandemotionalsupport.
• Groupsupervisioncanbeapowerfulmeansofreducingisolation,whichisparticularlyrelevantforstaffworkingshiftsorworkfromhomeorontheirown.Itcansupportthedevelopmentofgroupcohesionandsharedvalues.
• Thegroupmayallowdifferentviewsandopinionstobevoiced.Thiskindofdiversity,includingideaswhichmaychallengethoseofthesupervisormaybemoredifficulttoachieveinone-to-onesupervision,sotheremaybemoredistributionofpoweringroupsupervision.
• Beinginvolvedingroupsupervisionmayhelpparticipantsdevelopskillswhicharetransferabletootherpracticesituations,manyoftheseinvolveworkinginteamsandgroups.
32Kadushin,AandHarkness,D(2002)SupervisioninSocialWork.4thed.,NewYork,33Brown,AandBourne,I.(1996)TheSocialWorkSupervisor,Buckingham,OpenUniversity
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• Groupsupervisionmaybeseenasanefficientuseoftimeandresources.Issueswhicharerelevanttoanumberofstaff(forexample,concerningpoliciesandprocedures)canbecommunicatedanddiscussedinthegroupratherthanonaone-to-onebasis.
Howeveryouneedtoconsiderthebenefitsalongsidesomepotentialchallenges.
• Ingroupsupervisionitisdifficulttomeetthespecificneedsofindividualparticipantsandthereisariskdiscussionsremaingeneralisedanddonotmeetanyone’sneedsinasatisfactoryway.
• Inindividualsupervisionthereisaclearfocusonthesupervisee,whileinagroupsettingsomepeoplemayhideorhavetheirneedsoverlooked.
• Ingroupsupervisionthefacilitatorneedstobeconfidentinmanagingandrespondingtodifferentgroupdynamicsinaconstructiveway.Inmanyrespectsthisisamoredemandingrolethanone-to-onesupervision.
• Inanygroupthereistheriskpeoplewhoaremoreconfidentoroutspokendominateandthevoicesofquieterorlessexperiencedindividualsarenotheard.Althoughthepowerofthesupervisormaybemorelimitedthaninone-to-onesupervisionotherpowerdynamicsmayhaveanunhelpfulimpact.
• Thereareoccasionswheretheinteractioninagroupcandistractfromthetaskinanunhelpfulwayordoesnotfeelsafeforsome/allofthegroupparticipants.
• Ingroupsupervisionthefocuscanshiftfromthepeoplewhouseservicestotheneedsofgroupmembers.Althoughthiscanalsohappeninone-to-onesupervisionitrequiresparticularattentioninthecomplexdynamicsofagroup,particularlyifthereisasensethatpracticeissuesarebeingmirroredor‘playedout’intheinteractionsbetweenparticipants.
• Agroupwhichistoocohesiveandharmoniousmaymakeitdifficultforindividualmemberstoexpressdifferentviewsorchallengethegroupnorms.Thiscanleadtothekindofconformitywhichlimitsnewideas,constructivedebateandsounddecisionmaking.
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ThepracticeexamplebelowfromClackmannanshireandStirlingCouncilshowshowithasintroducedgroupsupervisionaspartofitsoutcomesfocusedapproachtosupervision.
Clackmannanshire and Stirling Council: group supervision
ClackmannanshireandStirlingCouncilhasimplementedanoutcomesfocusedapproachtosupervisionandpracticedevelopmentplanning.Inthepracticeguidanceforthepolicyandpracticestandards,weidentifyandvalidatearangeofsupervisionmodelsusedacrosssocialservices.Thishasprovidedbothaframeworkandaclearerfocusforgroupsupervision.Previously,groupsupervisionhadamoreadhocstructureinarangeofformats.Staffsaidthesewouldoftentaketheformofbusinessmeetingsorsessionswhichfocusedonstaffdissatisfactionandwhichcouldsometimesfeelnegativeandunconstructive.Thenewrecordingtoolforgroupsupervisionhasbeensufficientlyflexibleformanagersinadultandchildren’sservicestoadaptittomeetstaffneedsinresidentialandcommunityservices.Thetoolincludespromptstosupportsupervisorstofacilitatemorereflectivediscussionswithafocusonimprovingoutcomesforpeopleusingservicesandcarers.Wehaveevaluatedcompletedrecordsandfeedbackgatheredfromsupervisors.Theyfoundtherecordingtoolprovidedaframeworkfordiscussionwhichallowsstafftoshareknowledgeandbestpracticeandleadstofuturefocusedplansforongoingworkwithpeopleusingservices.Wehaveusedthesecompletedrecordstosupportothersupervisors’learninganddevelopment.TherecordingtoolisinAppendix5.
Thepolicyrecognisesthatstaffwillrequireone-to-onesessionsattimestoexperiencemoreindividualisedadviceandsupport,attendtopersonalpracticedevelopmentplanninganddealwithsensitiveissuesofstaffwelfareorcompetence.Thepracticestandardssetoutexpectationsforindividualsessionstocomplementgroupsupervisionwherethatisthedominantmodel.
Clackmannanshire and Stirling Council’s Group Supervision Record
Appendix5highlightstheneedforclearrecordingsystems.Itisequallyimportantingroupsupervisionasinone-to-onesupervisiontoagreeclearstructuresandhaveaclearpurpose.Thisincludesnegotiatingandmakingclearthefollowingfactorsinagroup supervision contract or agreement.
1) Allparticipantsareclearaboutthepurpose,focusandtasksofthegroup.2) Theauthorityanddecisionmakingpowerofthegroup(includinghowthismightimpactonindividualsupervision)isclear.
3) Agreetheboundariesofthegroupincludinghowlongitwillmeetandwhetheritisopenorclosed.
34Proctor,B(2008)GroupSupervision:aguidetocreativepractice,London,Sage
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4) Theroleandauthorityofthefacilitator(includingwhoperformsthisrole)andtheexpectationsofthegroupforexample,attendance,timekeeping.
5) Howtorecordsessionsandhowconfidentialityisunderstoodinthegroup.6)Whatmethodsareusedforexample,discussion,roleplay,actionlearningsets.
MoredetailedguidanceonappropriatecontractingisinBrigidProctor’s34bookongroup supervision. Appendix4offerspracticalguidanceonpreparingforgroupsupervision,makingclearthisisdifferentfromone-to-onesupervisionandthatparticipantsmayfindithelpfultoreflectontheirpreviousexperiencesofbeinginvolvedingroupssotheycanmakebestuseofsupervisioninagroupcontext.
Exercise 10
Whatdoyouthinktheparticularstrengthsandchallengesofgroupsupervisionare:
• foryouasaworker• forthepeoplewhouseyourservice• foryoursupervisor• foryourteamororganisation?
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8. Supervision:a space and placefordifficultconversations
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Bytheendofthissectiontheaimisthatyouwill:
• haveincreasedyourawarenessofthedifferentkindsofchallengingconversationswhichbelonginsupervisionandhowyoumightbebetterpreparedforthese.
Earlierintheresourceyouconsideredthedifferentfunctionsofsupervisionandthewaysasupervisoryrelationshipshouldofferaspaceforcriticalreflectionon:
• practice issues• professionaldevelopment• roles in the organisation • thesupportworkersneedtodealwiththeemotionalimpactoftheworktheydo35.
Aspartofthiscriticalreflectivespace,supervisionwillsometimesincludedifficultortoughconversations.Thoseconversationsmaybedifficultbecausetheyexploreaspectsofpracticeandpainfulexperiencesinthelivesofpeoplewhouseservicesincludingloss,loneliness,neglect,abuse,conflict,traumaandillness.Theconversationsmayalsobechallengingbecausesupervisionisaspacewhereworkersshouldbeabletoexploretheimpacttheirworkishavingonthemandtheirownlivesandthismayincludecomplexandconfusingthoughtsandfeelings.Ifthewiderenvironmentandcultureoftheworkplaceisnotonewhichacknowledgestheimportance of emotions then it is all the more crucial that supervisors offer support andencouragementforworkerstorecognisewhentheirworkisaffectingthemonapersonallevel.Openingupthiskindofconversationallowsstafftounderstandthatexpressingfeelingsisnotasignofweaknessbutapartofbeingprofessional.Ithelpsthemmakesuretheirownemotionalreactionstotraumaticordemandingsituationsdonotspilloverinappropriatelyintotheirpractice.Equallyimportantlyitcanhelpreducetheriskofworkspillingoverintotheirpersonallifeinawaywhichisdamagingtotheirhealthandwellbeing.Althoughtheissuesdiscussedmaybedifficultorpainful,thequalityofthesekindsofconversationswillgenerallybesupportiveanddevelopmental.
Thereareotherdifficultconversationsinsupervisionwhichbelongmoreclearlytothemanagerialrole.Thesearesituationswhereasupervisor,aspartoftheirroleinoverseeingsafepracticeandqualitystandards,mayhavetoidentifyandchallengeinstanceswheretheconductorpracticeofaworkerisnotacceptableandcouldbeharmfultopeoplewhouseservices.
Thebestfoundationforsuchconversationsisaclearunderstandingfromearlyinthesupervisionrelationshipoftheperformancerequirementsforthepractitioner’srole.Thisformsthebasisforongoingdiscussionabouthowworkiscarriedoutand
35Ruch,G(2007)“Thoughtful”practice:Childcaresocialworkandtheroleofcasediscussion’,ChildandFamilySocialWork,12,pp.370–9Ruch,G(2008)‘Developing“containingcontexts”forthepromotionofeffectivedirectwork:Thechallengefororganisations’,inB.LuckockandM.Lefevre(eds.),DirectWork:SocialWorkwithChildrenandYoungPeopleinCare,London,BAAF
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howitimpactsonthesupervisee.Itismorestraightforwardthentoraisedifficultissuesifproblemsarise.OveranumberofyearsRothwell36hasusedaperformanceframework(Appendix6)intrainingsessionswithsupervisorsfromarangeofpracticesettingstohelpthemthinkaboutandestablishapositiveapproachtomanagingstaffperformance.Itismucheasiertoaddressconcernsaboutperformanceiftherehavealreadybeenconversationsestablishingasharedunderstandingofrequiredstandardsofpractice.Whileindividualworkersmustbeaccountablefortheirownworkperformance,itisalwaysimportanttoconsiderthewidercontextandotherfactorswhichmayhavecontributedtounsatisfactorystandardsforexamplestaffshortages,poorcommunication.Responsibilitymaynotrestwithasingleindividualandtheremaybeteamororganisationalissueswhichyouneedtoaddress.
Insomeinstances,however,thesedifficultconversationsmayformpartofadisciplinaryprocess.Forsupervisors,aswellassupervisees,thesearestressfulsituationstodealwith.Ifyouareinvolvedinmanagingseriousconcernsaboutaworker’spracticeitisimportanttoseeksupportandguidancefromyourownmanagerandfromhumanresources(HR).YoumayalsowanttorefertotheSSSCCodesofPractice.
Ifyouareinasupervisoryroleandaddressingissuesofpoorperformancewithamemberofstaff,theprocessbelow37mayhelpyoutakeabalancedandsystematicapproach.
• Describe–whatthepersonisdoing(ornotdoing)thatisproblematic.• Explain–whytheirbehaviouroractionsareproblematic.Doesthisimpactonpeoplewhouseservices,colleagues,stafffromotheragencies,theprofessiontheyrepresentortheiremployingorganisation?
• Specify–whattheyshouldbedoinginstead.Dependingonthenatureoftheproblemthismayincludethekindofsupportneededtohelpbringaboutchange.
• Consequences–whatwilltheconsequencesbeiftheyareunableorunwillingtochange?Whoelsewillbecomeinvolvedforexample,HRandwhataretherequiredtimescalesforchangetohappen.
Morrison38proposesaneightstageprocesswhichissimilar.
1) Describeconcernsinclearandevidence-basedterms,includingwhatishappening (ornothappening),whoisaffected,whatstandards/policies/valuesapply.
36Rothwell,B(unpublished)adaptedfromandbuildingontheworkofTonyMorrisonandJane Wonnacott
37Scragg,T(2003)ManagingattheFrontLine:Ahandbookformanagersinsocialcare,Brighton,PavilionPublishing
38Morrison,T(2005)StaffSupervisioninSocialCare:Makingarealdifferenceforstaffandserviceuser,.3rded.,Brighton,PavilionPublishing
39ScottishSocialServicesCouncil(2008,updated2014)theContinuousLearningFramework,Dundee,SSSC,http://www.continuouslearningframework.com/?wpfb_dl=106
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2)Listentotheworker’sresponse.3)Considerthecontextandcircumstances–doesthischangethenatureofthe concern.4) Seekagreementonthenatureoftheproblem.5)Jointlyagreedesirablealternatives.6)Establishanimprovementplan.7)Checktheworkerunderstandstheplan.8)Followthroughandevaluatewithinagreedtimescales.
AgenciesmayhavetheirowncompetencyframeworkormaymakeuseoftheContinuousLearningFrameworktosupportworkers’professionaldevelopment.Whenaddressingissuesofpoorperformanceitisimportantalsotoacknowledgeareasofstrength.
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9. Making thetransition fromfrontlineworker to supervisor
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Newsupervisorsoftentalkaboutfeelingunpreparedfortheirnewroleandresponsibilities.
‘Movingfromdirectpracticeintofirstlinemanagementinsocialservicesisa common transition. It is not a trivial change of role however and evokes challenges on both a personal and professional level.‘40
Oneofthefeaturesofthistransitionisthatformanypeoplemovingintoasupervisorypositioncanfeellikesteppingfromarolewheretheyfeltconfidentand‘accomplished’41,intoapostwheretheyfeelunsureofthemselvesandstillneedtofindtheirfeet.Forthosecontemplatingatransitionintoasupervisoryrole,orwhohaverecentlybeenpromoted,itmaybereassuringtoknowothersshareyourexperiences.
Bytheendofthissectiontheaimisthatyouwill:
• havereflectedonthecomplexitiesinvolvedinshiftingprofessionalidentityfromapractitionertoasupervisoryrole
• haveconsideredhowyourlearninganddevelopmentneedsasanewsupervisormightbeaddressed.
DavysandBeddoe42highlighthowtherecanbeexpectationsthatpeoplewilllearnhowtosupervise‘byosmosis’andtheywillknowhowtosupervisebecause‘theyhavebeensupervised’.Theyidentifythedifferentphasesassociatedwiththistransitionasthoseinasupervisoryrolemovefromuncertainty,anxietyandpossibleambivalencetoaspacewheretheyaremoreabletotrusttheirownjudgement,beawareoftheirlimitsanduseauthorityappropriatelyandconsistently.
Inthefollowingexercisethinkaboutthekindoflearninganddevelopmentopportunitieswhichwouldsupportyourtransitionintoasupervisoryroleandhowyoumight progress these.
Exercise 11
Whatkindoflearninganddevelopmentopportunitiesmighthelpyouwiththetransitionintoasupervisoryrole?
Howwillyoutakethisforward?
40Patterson,F.(2015)TransitionandMetaphor:CrossingtheBridgefromDirectPracticetoFirstLineManager.BritishJournalofSocialWork,45(7)pp.2072-2088
41ScottishSocialServicesCouncil(2008,updated2014)TheContinuousLearningFramework,Dundee,SSSC42Davys,A.andBeddoe,L.(2010)BestPracticeinSupervision:AGuidefortheHelpingProfessions,London,JessicaKingsley
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Someorganisationshavedevelopedtheirownlearninganddevelopmentprogrammesforpeoplemovingintoasupervisoryposition.Thismayincludementoringbymoreexperiencedsupervisors.Havingconductedasurveyofsupervisionexperiencesacrosstheservice,FifeCouncilhighlightedbelowandin(Appendix7)re-designedtheirtrainingtomatchtheprofessionaldevelopmentneedsofsupervisorswithdifferentlevelsofexperience.
Fife Council’s supervision training
Wedevelopedasuiteoftrainingforsupervisorswiththreeseparatemodules:
• ahalfdayfornewsupervisorsfocussingonthesupervisionpolicyandpaperwork forrecordingsupervisionsessions• ahalfdayfocussingontheperformancemanagementelementofsupervision, includingthebenefitsofperformancemanagementsystems,settingSMART objectives(specific,measurable,achievable,realisticandtimely),theimportance ofrecognisinggoodperformance• afulldaylookingatsupervisionpracticeskills.
Skillsidentifiedfortheonedaycoursewere:
• leadership:whatisthedifferencebetweenbeingamanagerandaleader,what arethedifferentleadershipstyles,identifywhatkindofleadertheyare,recognise theneedtousedifferentleadershipstyleswithdifferentstafforsituations,French andRaven’stheoryofpowerinrelationtothemselvesandtheinformalleadersin the team• communication:includingquestioningtechniques,activelistening,giving positiveandconstructivefeedbackratherthanaccoladesorcriticism,having difficultconversationsandbeingassertive• empathy• motivation:introducingmotivationaltheories,identifyingtheirownmotivation driversandhowunderstandingofother’sdriverscansupportmotivation• decisionmaking:beingawareofdifferentfallaciesandlookingatthedecision makingprocess• groupsupervision:discussiononthebenefitsofgroup.
Therearealsocontinuingprofessionaldevelopmentcoursesavailable,someaccreditedbyuniversitiesandrecognisedbytheSSSCasanapprovedawardforsupervisorsorforregisteredmanagers.Dependingonyourworksetting,yourspecificroleandtherequirementsforregistrationyouwillwanttoconsiderwhatkindofongoingprofessionaldevelopmentbestmeetsyourneeds,eitherasaneworanestablishedsupervisorinsocialservices.
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10. Evaluating and reviewingsupervision
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Bytheendofthissectiontheaimisthatyouwill:
• haveacriticalunderstandingoftherolethatreviewandevaluationplaysinthe supervisoryprocess• haveconsideredhowyoumightprepare,aseithersupervisororsupervisee,for theendingofasupervisoryrelationship.
Itisusefultobuildintimeattheendofeachsupervisionsessiontoreflectonwhataddedvaluesupervisionhasbroughtforallthoseinvolved:thesupervisee,thesupervisorandultimatelyforpeoplewhouseservices.HawkinsandShohet43 offer thefollowingquestionsasabasisforreflectivedialogue.
• Whathavewelearnedthatneitherofusknewbeforesupervision?• Whathavewelearnedthatneitherofuscouldhavearrivedatalone?• Whatdowethinkthiswillmeanforthepersonweareworkingalongside?
Youwillalsowanttoreviewsupervisionmoreformally,includingreviewingthesupervisioncontractsinplace.Whenasupervisioncontractisdrawnupthisisoneoftheareasthatshouldbecovered:whenandhowthesupervisioncontractwillbereviewedtomakesureitremainsmeaningful.
10.1 Endings
Althougheachplannedsupervisionsessionwillhaveabeginning,middleandendtherewillbemoreformalendings:forexample,wheneitherthesupervisororsuperviseemovestoanewpostorleavestheorganisation.Itisimportanttomarkthesetransitionsandacknowledgethesignificanceofthesupervisoryrelationship.Writinginrelationtopractice,WalkerandThurston44commentthat‘reviewsandendingsareoccasionslikebeginningsthatcansetthetoneforfuturecontactandactivity’andthesameistrueofsupervision.Reviewsandendingsareanopportunitytoevaluateandrecogniseprogressandidentifyareasforfuturedevelopment.Itislikelythatattheendofasupervisionrelationshipyouwillneedtodiscussthenatureandlimitsofconfidentialityagainsothesuperviseeisclearwhatinformationwillbepassedon,towho,howandwhy.Itmaybethepolicyinyourorganisationtoofferexitinterviewsandexploringexperiencesofsupervisioncanbeausefulpartofthisprocess.
43Hawkins,PandShohet,R(2012)SupervisionintheHelpingProfessions,4thed.,Maidenhead,OpenUniversityPress44Walker,S.andThurston,C.(2008)Safeguardingchildrenandyoungpeople:Aresourcetointegratedpractice,LymeRegis,RussellHousePublishing
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Exercise 12
Inyourroleassupervisor/superviseehowdidyouprepareforyourlastformalending(youmayhavebeenchangingjobsormovingtoanewrole)?
Isthereanythingyouoryoursupervisor/superviseecouldhavedonedifferentlywhichmighthavehelpedsetapositive‘tone’forfutureactivity?
Isthereanythingyouwilldodifferentlyinthefuturetoprepareforendingsinsupervision?
10.2Reflectingandlookingahead
NowyouareneartheendofthisresourceyoumayfindithelpfultogobacktoExercise 1whereyouimaginedyouwereexplainingtoanewcolleagueatworkwhatsupervisionisandwhatyourexperiencehasbeen.Thiswillallowyoutoreflectonyourlearningwhileworkingthroughtheresourceandanychangesthishasbroughttoyoursupervision.
Bynow,youwillbeawareofdifferentmodelsofsupervision,allidentifyingthatprofessionaldevelopmentisanimportantfunctionofsupervision.Youmaywanttoconsiderwhetherthereareaspectsofyourownprofessionaldevelopmentandpracticewhichyouthinkmightbenefitfrommoretrainingorlearningopportunitiesandhowyouwillraisethisinyourownsupervision.
Thekeyaimofthissupervisionresourceistosupportthedevelopmentofgoodpracticeacrosstheworkforceandcontributetoimprovingoutcomesforpeoplewhouseservices.Itispossiblethatyouhavebecomeawareofaspectsofpolicyandpracticeinrelationtosupervisionwhichareneworrelativelyunfamiliartoyou.Youmaywanttotakesometimetofindoutmoreabouttheseareas.Itmayalsobethecasethatreadingtheresourcehasenabledyoutoreconsiderandquestionareasofpolicyandpracticewhichyouarefamiliarwith.Forthoseofyouwhohavechosentokeepaformalrecordofyourlearningyouwillhaveacomprehensiveportfoliowhichcanbeusedaspartofyourcontinuingprofessionaldevelopmentasasocialserviceworker.
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References
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Adamson,C,Beddoe,L,Davys,A(2014)BuildingResilientPractitioners:DefinitionsandPractitionerUnderstandings,BritishJournalofSocialWork,44(3),522-541
BASW/CoSW(2011)Researchonsupervisioninsocialwork,withparticularreferencetosupervisionpracticeinmulti-disciplinaryteams,BASW/CoSWEngland
Bradley,GandHojer,F(2009)Supervisionreviewed:reflectionsontwodifferentsocialworkmodelsinEnglandandSweden,EuropeanJournalofSocialWork,12(1),71-85
Brown,AandBourne,I(1996)TheSocialWorkSupervisor,Buckingham,OpenUniversityPress
Bucknell,D(2006)OutcomeFocusedSupervisioninH.L.Reid.,andJ,Westergaard(eds.)ProvidingSupportandSupervision:AnIntroductionforprofessionalsworkingwithyoungpeople,Oxon,Routledge
Carpenter,J,Webb,C,Bostock,LandCoomber,C(2012)Effectivesupervisioninsocialworkandsocialcare,Researchbriefing43,London,SocialCareInstituteforExcellence.www.scie.org.uk/publications/briefings/briefing43/
Cousins,C(2010)‘TreatMeDon’tBeatMe’….ExploringSupervisoryGamesandTheirEffectonPoorPerformanceManagement’,Practice,22(5),281—292
Davys,AandBeddoe,L(2010)BestPracticeinSupervision:AResourcefortheHelpingProfessions,London,JessicaKingsley
Ferguson,H(2011)ChildProtectionPractice,London,PalgraveMacmillan
Flynn,MandCitarella,V(2012)WinterbourneViewHospital:ASeriousCaseReview,SouthGloucestershireSafeguardingAdultsBoard,SouthGloucestershireCouncil
Gordon,RandHendry,E(2010)SupervisingAssessmentsofChildrenandFamilies:TheRoleoftheFront-LineManagers.InJ.Horwath(ed.)TheChild’sWorld:TheComprehensiveResourcetoAssessingChildreninNeed,2nded.,London,JessicaKingsley
Hawkins,PandShohet,R(2012)SupervisionintheHelpingProfessions,4thed.,Maidenhead,OpenUniversityPress.
Hughes,LandPengelly,P(1997)StaffSupervisioninaTurbulentEnvironment:ManagingProcessandTaskinFront-lineServices,London,JessicaKingsley Kadushin,AandHarkness,D(2002)SupervisioninSocialWork,4thed.,NewYork,ColumbiaUniversityPress
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Kettle,M(2015)Achievingeffectivesupervision,Insight30.Glasgow,IRISS,www.iriss.org.uk
Laming,WH(2003)TheVictoriaClimbiéInquiry:reportofaninquirybyLordLamingwww.gov.uk/government/publications/the-victoria-climbie-inquiry-report-of-an-inquiry-by-lord-laming
Morrison,T(2005)StaffSupervisioninSocialCare:Makingarealdifferenceforstaffandserviceusers,3rded.,Brighton,PavilionPublishing
Munro,E(2011)TheMunroReviewofChildProtection:FinalReport,London,DepartmentforEducation
Noble,CandIrwin,J(2009)SocialWorkSupervision:AnExplorationoftheCurrentChallengesinaRapidlyChangingSocial,EconomicandPoliticalEnvironment,JournalofSocialWork,9(3),pp.345–358
O’Donoghue,K(2015)Issuesandchallengesfacingsocialworksupervisioninthetwenty-firstcentury,ChinaJournalofSocialWork,8(2),136-149
Ofsted(2012)Highexpectations,highsupportandhighchallenge,Manchester,Ofstedwww.ofsted.gov.uk
Patterson,F(2015)TransitionandMetaphor:CrossingtheBridgefromDirectPracticetoFirstLineManager,BritishJournalofSocialWork,45(7)pp.2072-2088
Proctor,B(2008)GroupSupervision:aresourcetocreativepractice,London,SageRuch,G(2007)‘Thoughtful’practice:Childcaresocialworkandtheroleofcasediscussion,ChildandFamilySocialWork,12,pp.370–9
Rothwell,B(unpublished)adaptedfromandbuildingontheworkofTonyMorrisonandJaneWonnacott
Ruch,G(2007)“Thoughtful”practice:Childcaresocialworkandtheroleofcasediscussion’,ChildandFamilySocialWork,12,pp.370–9
Ruch,G(2008)Developing‘containingcontexts’forthepromotionofeffectivedirectwork:Thechallengefororganisations,inB.LuckockandM.Lefevre(eds.),DirectWork:SocialWorkwithChildrenandYoungPeopleinCare,London,BAAF
Scragg,T(2003)ManagingattheFrontline:Ahandbookformanagersinsocialcare,Brighton,PavilionPublishing
SCQF(2012)ScottishCreditandQualificationFramework(SCQF)www.scqf.org.ukScottishExecutive(2002)It’severyone’sjobtomakesureI’malright,www.gov.scot/Resource/Doc/47007/0023992.pdf
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ScottishExecutive(2002)“It’severyone’sjobtomakesureI’malright”,Edinburgh,ScottishExecutive
ScottishExecutive(2006)ChangingLives:Reportofthe21stCenturySocialWorkReviewwww.gov.scot/resource/doc/91931/0021949.pdf
ScottishGovernment(2015)SocialServicesinScotland:asharedvisionandstrategy2015-2020www.gov.scot/Resource/0047/00473374.pdf.
ScottishSocialServicesCouncil(2016)CodesofPracticeforSocialServiceWorkersandEmployerswww.sssc.uk.com/about-the-sssc/codes-of-practice/what-are-the-codes-of-practice
ScottishSocialServicesCouncil(2008,updated2014)ContinuousLearningFrameworkwww.continuouslearningframework.com/?wpfb_dl=106
SocialCareInstituteforExcellence(2013)Supervisioninanintegratedsetting,SCIEwww.scie.org.uk/socialcaretv/video-player.asp?v=supervision03
SocialCareInstituteforExcellence(nodate)Supervisionresourcesandservices,SCIE,www.scie.org.uk/atoz/?f_az_subject_thesaurus_terms_s=supervision&st=atoz
Walker,SandThurston,C(2008)Safeguardingchildrenandyoungpeople:Aresourcetointegratedpractice,LymeRegis,RussellHousePublishing
Wonnacott,J(2012)MasteringSocialWorkSupervision,London,JessicaKingsley Wonnacott,J(2014)DevelopingandSupportingEffectiveStaffSupervision,Brighton,Pavilion
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Appendices
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Appendix 1: Functions of supervision45
Some aims of the management function
Some aims of the mediation function
• Theoverallqualityoftheworker’sperformanceismonitoredandassured.
• Agencypoliciesandproceduresareunderstoodandfollowed.
• Theworkerunderstandsher/hisroleandresponsibilities.
• Workisreviewedregularlyinaccordancewithagencyandlegalrequirements.
• Recordsaremaintainedaccordingtoagencypolicies.
• Linesofaccountabilityandlevelsofauthorityareclarified.
• Theworkerisgivenanappropriateworkload.
• Time-managementexpectationsoftheworkerareclearandchecked.
• Resources(includingstafftime)areallocatedeffectively.
• Staffneedsarerepresentedtomoresenior management.
• Staffarebriefedaboutorconsultedonorganisationaldevelopments.
• Mediationoradvocacybetweenworkers,withinorbetweenteams,orwithotheragenciesisundertaken.
• Staffarerepresentedoraccompaniedinworkwithotheragencies.
• Staffareinvolvedinteamdecisionmaking.
• Complaintsaboutstaffaredealtwith.
Some aims of the development function
Some aims of the support function
• Toassisttheworkertobuildprofessionalcompetenceandcapabilities.
• Appreciateandassesstheworker’stheoreticalbase,skills,knowledgeandindividualcontributiontotheagency.
• Exploretheworker’svaluebaseinrelationtorace,genderetcanditsimpactonhis/herwork.
• Supporttheworker’scapacitytosetprofessional goals.
• Enableaccesstoprofessionalconsultationinareasoutsidethesupervisor’sknowledge/experience.
• Providesummativeandformativefeedbacktotheworkeronallaspectsoftheir performance.
• Supporttheworker’sabilitytoreflect,generaliselearningandencouragecommitmenttoongoingCPD.
• Tovalidatethecomplexityoftheworker’sprofessionalandpersonalresponses.
• Toclarifyboundariesbetweensupportandcounsellingandthelimitsofconfidentialityinsupervision.
• Tocreateasafeclimatefortheworkertolookather/hispracticeanditsimpactonher/him.
• Debrieftheworkerandgivetheworkerpermissiontotalkaboutfeelings,especiallyfear,anger,sadness,repulsionor helplessness.
• Helptheworkertoexploreemotionalblockstothework.
• Toexploreissuesaboutdiscrimination,ina safe setting.
• Tomonitortheoverallhealthandemotionalfunctioningoftheworker,especiallywithregardtotheeffectsofstress.
• Helptheworkerreflectondifficultiesinrelationships,assistinresolvingconflict.
45Morrison,T.(2005)StaffSupervisioninSocialCare:Makingarealdifferenceforstaffandserviceusers,3rded.,Brighton,PavilionPublishing
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Appendix 2: ENABLE Scotland: template used to record supervision
Support and Supervision for Personal Assistants May 2015
Thesignaturesconfirmagreementthatthisformisanaccuraterecord. PersonalAssistant’sname______________________________________________
PAsignature_________________________________________________________
LineManager’ssignature_______________________________________________
Areyouuptodatewithusingyourannualleavethisyear?Howmuchleft?
____________________________________________________________________
Dateofsession______________________________________________________
1. Choose areas that you would like to discuss.
Forexample:WorkorpersonalorprofessionalissuesthatmightaffectyouHowyoucontributetotheteamSupportyouwouldliketohelpyouachieveanyplanstodevelopTeamdynamics-howtheteamisworkingtogether.Anythingthatwouldhelpyoutobemoreconfidentandcompetentinyourcurrent role Ideasfortheteam,peopleyousupportSupportthatwouldbeusefultohelpyouresolve/copewithanyworkissues.Anythingelse?
PAcomments
Line manager comments
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What have you tried? What are your successes?What are you pleased about?
2. Completed ACTION PLAN since the last individual supervision session
DoyouneedtoupdatetheServiceDesign,SupportStrategiesorRiskAssessmentsbasedonwhatyoulearnt?Putthisintoyouractionplanifyouneedtochangeanything.
3. An update on the person you support’s progress towards their personal outcomes.Anygoodstoriesofhowyou/othersaresupportingthepersontowardstheirpersonaloutcomes?(forexample,Supportingthepersontotakemorepowerandcontrol?)
Any concerns?
PAcomments:
Linemanagercomments:
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Date Training/Learning that I completedAnyspecificlearningIdid(egread an article, tried a new approach at work/saw something on TV, went to learning/sharing session/attended training/heard something new at a team meeting)
How long did you spend? Eg 1 hour or half day
How do I use this learning in my practice?
4.Reflection/LearningLog
Whatothertraining/learning/supportdoyourequireforyourrole?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
(IfyouarecompletinganSVQorotherawardpleasebringalongyourcurrentprogressreportfordiscussionwithyourlinemanager)KeepasevidencefortheSSSC
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Please write down any feedback you have received. (This could be from the person you support/family/other team members/other professionals/line manager)
5. Feedback
Linemanagercomments:
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
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Whatdidyoulookatsincethelastsession?:
Whatarethekeypoints?PAcomments
Pleasegiveexample(s)ofhowyouputthisintopractice?Anychallengeyouface?PAcomments
Whatsupportwouldhelpyouandyourteamtounderstandandputthis into practice at work?
PAcomments
Linemanagercomments:
6. Progress in, for example, using a Policy (or SSSC Code of Practice/part of a Service Design or Support Strategies)
7. FUTURE ACTION PLAN that you are now going to work onLeavethisblankuntilyoursupervisionsession.
Based on what we know, what should you do next?What will you focus on to help the person/people move towards personal outcomes?
1.
2.
3.
4.
5.
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Engaged: I showed in my work that……
You sign
Line Manager sign-off
Established: I showed in my work that
You sign
Line Manager sign-off
Iamcommittedtomakingapositivedifferencetothelivesofthe people I support
I notice the strengths, knowledgeandex-pertise of the people I supportandcarers
IamcommittedtomakingsurethatthepeopleIsupportdirecttheirownlivesandachieve their personal outcomes.
Ideliversupportinawaythathelpsthepeople I support to achieve their personal outcomes
Ivaluethecarersandfamilies of the people Isupportasequalpartners
IworkwiththepeopleI support, their carers andotherstopromotepositiverisktaking
I recognise the strengthsofindividuals,familiesandcommunities.
I help people to connectwiththeirlocal communities or communities of interest
IamawarethatImustmakesurethatchildrenandadultsareprotectedfrom harm
Iremainfocusedonthe personal outcomes of the people I support whenfacedwithconflictingpriorities.
8. Professional Development:
My Strengths/Competencies: Fillupthispageovertimeattheendofsupervisionsessions/teammeetings/observations.Whenyouandyourlinemanageragreethatyoushowedthestrengththroughaspecificpieceofwork–bothsignit.Whenthestrength/competencyissignedoffyouhaveachievedit–congrats!
EMPOWERING PEOPLE - enabling people to lead their own lives
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Engaged: I showed in my work that……
You sign
Line Manager sign-off
Established: I showed in my work that
You sign
Line Manager sign-off
Iunderstandtheimportance of relationshipsandvalueotherpeople’sdifferentideasandperspectives
I recognise the positive valueofdiversityanduse it to improve the qualityofmyownpractice
IbuildpositiverelationshipswiththepeopleIsupportandcarers
IconstantlycheckthebalanceofpowerinmyrelationshipswiththepeopleIsupportandIworktomakesurethattheyhavethepowerandcontrol
Ibuildgoodworkingrelationshipswithpeoplefromdifferentbackgrounds,withpeopleindifferentrolesinENABLEandcolleagues in partner organisations.
Itakeactivestepstobuildpositiverelationshipstodevelopnetworksandpromotepartnershipworking.
I put the personal outcomes of people supportedbyENABLEfirstandknowthatIneedtoworkwithcolleagues in other organisations to achieve this.
I put the personal outcomes for people supportedbyENABLEfirst.Iworkwithcolleagues in other organisations to overcomeanyareasofconflicttoachievethis.
Iunderstandtheimportance of relationshipsandvalueotherpeople’sdifferentideasandperspectives
I recognise the positive valueofdiversityanduse it to improve the qualityofmyownpractice
WORKING IN PARTNERSHIP - working together with the people I support and other partners.
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Engaged: I showed in my work that……
You sign
Line Manager sign-off
Established: I showed in my work that
You sign
Line Manager sign-off
Itakeresponsibilityformyownlearninganddevelopment.
Ithinkabouttheeffectthatmyactions/words/approacheshavehad
Ithinkabouthowmylearningmakesadifferencetomypractice.
Iactivelythinkaboutwhatformalandinformallearningwouldhelpmeatmywork
Iactivelyparticipateinlearning opportunities withinandoutwithmyworkplace
IshowhowIhaveusedmylearningtoimprovewhatIdoatwork
Icontributetothelearninganddevelopmentofothers.
I promote the learning anddevelopmentofothers
Ikeepmyrequiredlearninguptodate
Isharegoodpracticeandgoodstoriesaboutwhatworks
LEARNING/REFLECTING – actively involved in continuous learning and improvement
Checkwww.continuouslearningframework.comtochooseanothercompetencywhenyouhaveshownthatyouusealloftheaboveonessuccessfully.
©ENABLEScotland2015.Pleasecontactl&[email protected]/quote
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Appendix 3: Some questions to help the contracting process46
Howwillyouknowthatyouaregettingwhatyouwantfromsupervision?
HowwillIknowthatsupervisionisusefultoyou?Howwillyouletmeknowthatsupervisionisontrackforyou?
Supposingwe’vebeenmeetingforthreemonths,whatelsewillyouhopetobegetting from supervision?
Howhaveyoumadesupervisionusefulforyourselfinthepast?
Howwouldyouletmeknowifweneedtodosomethingdifferent?
WhatdoIneedtoknowaboutyourwayofworking?
Howwillyouknowthatyourwayofworkingismovingforward?(thiscanleadtolookingatstrengthsandhowtheydevelopandinfluenceclientoutcomes)
Whatkindsofcases/situations/problemsareyougoodatworkingwith?Whatwouldpeopleusingservicessayaboutyourwayofworking?
Whatsituationsaretoughestforyouandhowwillyouknowthatyouaremovingforward?
Whatdoyouknowabouthowyouarewhenyouare:
•stressedordistressed•bored•confused•isolated•overwhelmed?
WhatisthemosthelpfulwaythatIcouldrespondtoyouasasupervisorwhenthishappens?
IfIweretofeelanxiousaboutwhatIhearaboutthewayyouwereworkingwithaparticularcase,howwouldyoulikeustohandlethatsituation?Ifsuchathinghashappenedtoyoubefore,whathaveyouappreciatedaboutthewayyoursupervisorhasdealtwiththesituation?
46Rothwell,B(unpublished)
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Appendix 4: Preparing for group supervision
Group supervisionisnotasubstituteforindividualsupervision.Itisasupplementtotheone-to-onesessionyoumayhaveonaregular,ifnotfrequent,basisandcanbeausefulwaytoachieveimportantconnectionswithyourcolleagues. Groupsupervisionhasanumberofformsanditisveryimportantbeforeanyoneparticipatestheyunderstandandagreewiththearrangementsforcreatingasafeandusefulenvironmentforthegrouptodoitswork.Groupsupervisionwilloftenbefacilitatedbyamanager/supervisor,althoughtheextenttowhichtheywillleadthegroupwillvary.
Thispaperworkisintendedtohelpyouthinkaboutyourownparticipationingroupsupervision,soyoucanmakethemostoftheopportunity.Thinkaboutthequestionsandwritedownyouranswerssowhenthegroupcreatesasetofrulestooperatebyyouareabletocontribute.
1. Whenhaveyoubeenpartofagroupthatyoufeltyoubenefittedfrom? (Thismightnothavebeenaworkbasedgrouporaformalgroup).2. Whatwerethebenefits?Whatdidyougainfrombeingpartofthegroup? Forexamplefeelingunderstood;knowingotherswerehavingthesameexperience.
3. Howdidgroupmembersbehavesothatyoubenefitted? Forexamplelisteningtoyou;sympathising.4. Howdidyoubehavesothatyoubenefittedfrombeingpartofthegroup? Forexamplelisteningtoothers;askingforadvice;sharingexperiences.5. Whatwouldhavemadeitdifficulttobenefitfromthegroup? Forexamplenotattendingregularlyenough;notknowingeachotherwellenough.
Nowspecificallythinkaboutagroupoperatingatwork.
6. Whatwouldyourbesthopesbeforasupervisiongroup?Howcouldyoubenefitfrom participating in one?
7. Whatcouldyoudotohelpothersbenefitfromthesupervisiongroup?8. Whatcouldthefacilitatingmanager/supervisordotohelpeveryonebenefitfrom
the supervision group?9. Whichofthefollowingactivitieswouldyoulikethegroupsupervisiontoinclude?
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Beingabletoshareideasaboutworkingwithpeopleusingserviceswithotherswhodoasimilarjobtoyou.Beingabletotalktoothersabouttheimpactoftheworkonyou.Beingabletocompareyourexperiencesoftheorganisationwithyourcolleagues.Beingabletohelpotherswithproblemsolvingorgeneratingideas.Hearingfromyourmanager/supervisor–expectationsandfeedback.Hearingfrompeoplewhocanhelpyoulearnandimproveyourpractice.Beingabletoraiseissuesabouttheworkyoudoanddiscusshowto resolve or manage them.Beingabletofeedbacktotheorganisationaboutwhatisworkingwellandwhatisnot.
10.Whichofthefollowingimpactswouldyoulikegroupsupervisiontohave?
Feelingconnectedtothewiderteam.Feelingthatyourworkisnoticed,understoodandappreciated.Beingclearaboutwhatyouaredoingandhowyouaredoingit.Knowingthatyouareworkingintherightways.Feelinglikeyou’vehadabreathingspace.Understandingwhattheorganisationexpectsofyou.Feelingthatyourconcernshavebeenheard.Beingclearaboutwhatactionswillbetakenbyothers.Understandingthewidercontextoftheworkyoudo,anditsimpactonyouandyourclients.
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Appendix 5: Clackmannanshire and Stirling Council’s template
Group Supervision Record
Practice Standard:•Eachsupervisionsessionwillbeformallyrecordedandheldassupervisionrecordbylinemanager,casediscussionanddecisionwillberecordedinserviceuserfiles.
Service/Team:
DateandTime:
Supervisor/GroupFacilitator:
Staffpresent:
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Agenda(IncludePlanforSessionandOutlineofGroupLearningMethods)
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
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Issues Noted: Actions Agreed: Outcome:
Review of Previous Session – Decisions, Actions and Progress Made
Key Information Shared:
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Issues Noted: Outcome: Actions Agreed: Outcome:
Practice/Service Discussion
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Presenter Description of Practice
Discussion Points
Learning Points
Actions Timeline
ReflectivePracticeDiscussion
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Learning and Development:
Staff Safety/Welfare:
Date of Next Session:
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Appendix 6: Performance management framework48
48Rothwell,B(unpublished)adaptedfromandbuildingontheworkofTonyMorrisonandJane Wonnacott
Performance area Evidence and comments
Clearon(professional)role(includingvaluesandethicsofrole).
Hasanappropriaterelationshipwith(theright)serviceuser
a)Usesownauthorityappropriately.b)Respondsappropriatelytotheauthorityofothers.
Engageswith/addressesissuesofdiscrimination/oppression.
Isself-awareandself-regulating.
Isaccuratelyempathic/engages/cantakeotherperspectives.
Demonstratesaccuracyandrelevanceinobservationandinformationgathering.
Isabletoanalyseandsynthesiseinformation.
Devisesandexecutesappropriateplans(caseworkandworkload).
Interventionsareskilful,thoughtfulandpurposeful.
Progressestasksappropriately.
Demonstratesefficiencywithadministration,includingrecording.
Haspositivea)teamandb)multidisciplinaryrelationships(includingtoleranceofdiversity;motivationandsocialskills).
Makesappropriateuseofsupervision
Isadaptable/responsivetotheneedforchange.
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Appendix 7: Fife Council Supervision Training
InMay2012aworkinggroupofmanagersandsupervisorsfromacrossthesocialworkservicedevelopedanewprocessandrecordingformatforsupervision.Theaimwastoprovideconsistencyinthesupervisionprocess,createarecordingprocessthatsupportedcleardecisionmakingandaccountabilityforactionsandencouragediscussionoutwithdirectcasemanagement.
Thegroupagreedthesupportingdocumentationforsupervision.Thisconsistedofasupervisioncontractandformstorecordthedifferentelementsofsupervision:PartAfocusingonperformancemanagement,PartBcoveringthemainsupervisionagendawithafocusonthestaffmemberandPartCtorecordspecificcasediscussionsanddecisions.TherewasalsoanagreedTransferSummaryFormforwhenstaffhadachangeinsupervisor.Thiswouldallowthenewsupervisoranoverviewofanykeyareas,inparticularinregardtoattendance,performanceandanyagreeddevelopment.
Briefingsessionswereheldandaonedaytrainingcoursedevelopedtosupportsupervisorswiththenewprocessandrecordingformat.
Review of training needs
InNovember2013asurveywascarriedouttogainanoverviewofstaff’sperceptionoftheirsupervisionandtoascertainhowconsistentlythesupervisionprocesswasimplemented.Thesurveywasdistributedto3,670staffandachieveda9.6%return.Resultswereanalysedinserviceareasandreportedbacktoservicemanagers.Thisallowedmanagerstoconsiderwhetherfurthersupportoractionwasrequired.Attendanceattraininghaddroppedasthemajorityofsupervisorswerenowfamiliarwiththeprocess.This,togetherwithfeedbackfromthesurvey,madeitapparentthatthetrainingneededtoberedevelopedtomeetchangingneeds.Trainingsessionshadtobeadaptedtobeeffectivewithsmallergroups.Commentsfromthesurveyhighlightedtheneedforafocusonsupportingthe‘quality’ofsupervision.Itwasapparentthatqualitysupervisioncouldnotbeachievedthroughformsorprocessesbutneededsupervisorstouseparticularskillsandapproaches.
Withthisinmind,anewsuiteoftrainingforsupervisorswasdeveloped,consistingofthreeseparatemodules:
• ahalfdayfornewsupervisorsfocussingonthesupervisionpolicyandpaperworkforrecordingsupervisionsessions
• ahalfdayfocussingontheperformancemanagementelementofsupervision,includingthebenefitsofperformancemanagementsystems,settingSMARTobjectives,theimportanceofrecognisinggoodperformance
• afulldaylookingatsupervisionpracticeskills.
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Thefollowingskillswereidentifiedfortheonedaycourse.
• Leadership–whatisthedifferencebetweenbeingamanagerandaleader,whatarethedifferentleadershipstyles,identifywhatkindofleadertheyare,recognisetheneedtousedifferentleadershipstyleswithdifferentstafforsituations,FrenchandRaven’stheoryofpowerinrelationtothemselvesandtheinformalleadersinthe team.
• Communication–includingquestioningtechniques,activelistening,givingpositiveandconstructivefeedbackratherthanaccoladesorcriticism,havingdifficultconversationsandbeingassertive.
• Empathy.• Motivation–introducingmotivationaltheories,forexampleequitytheoryandHerzberg,anopportunitytoidentifytheirownmotivationdriversandhowanunderstandingofother’sdriverscansupportstaffmotivation.
• Decisionmaking–beingawareofdifferentfallaciesandlookingatdecisionmakingprocess.
• Groupsupervision–discussiononthebenefitsofgroupsupervisionandwherethiscanbeeffective.
Current position
Feedbackonthenewsupervisionskillstraininghasbeenpositive.Commentshaveincluded:
‘I found the information helped me to have a clearer understanding of good supervision.’‘This allowed me to think through how to deal with different situations within supervision.’‘It has helped to focus and get more from my team’s supervision. I am now considering the impact of group supervision as a tool.’
AfurthersurveywascarriedoutinMay2015.Thiswasmorein-depththanthe2013surveyandsupervisorshadtheopportunitytocommentonprovidingsupervisionaswellasonthesupervisiontheyreceive.Italsorecognisedsupportoutwithformalsupervision.Thissurveyresponserateincreasedtoa26%return.
The2015surveyhighlightedthatalthoughtherewasstillroomforimprovement,generally,therehasbeenanincreaseintheimplementationofthesupervisionpolicyandprocessaswellasthequalityofsupervision.Therewasa28%increaseinthenumberofstaffwhoinresponsetothequestion‘Overall,howusefulandvaluedissupervisiontoyou?’chosethestatement‘Very,Ifeelverypositiveaboutmysupervision’.
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