Module 22. Understanding Supervision and Development of Personal and Professional Self and Reasons for Supervision

Transcription

1 1 Module 22 Understanding Supervision and Development of Personal and Professional Self and Reasons for Supervision Component 1A Principal Investigator Dr. Geeta Balakrishnan College of Social Work, Nirmala Niketan, Mumbai Paper Coordinator Prof. Xavier Kanickairaj National Institute of Social Work and Social Sciences, Bhubaneswar Content Writer Prof. Xavier Kanickairaj National Institute of Social Work and Social Sciences, Bhubaneswar Content Reviewer Mr. Kirubakaran Loyola College, Chennai Language Editor Ms. Marianne Claudia Rayer Research scholar, Pondicherry University, Pondicherry Component 1B Description of Module Subject Name Social Work Education Paper Name Working with Individuals and Families Module Name Understanding Supervision and Development of Personal and Professional Self and Reasons for Supervision Module ID SW/SCW/22 Pre Requisites Not applicable Objectives To understand the meaning of supervision, To know the objectives of supervision, To comprehend the role and function of the supervisor, and To learn the types of supervision. Key Words Supervision, Objectives, Supervisory Relationship, Supervisory Authority, Features of Supervisory Relationship, Approaches to Supervision, and Adherence to Code of Ethics.

2 2 Quadrant 1 I. Introduction Supervision is used to train and support the beginner workers and as a means of quality control in the delivery of services. Ultimately supervision is performed for the benefit of the service rather than for the case worker. Its effectiveness is measured by the extent to which efforts to help workers improve their job performance result in better service and improved worker ability to respond to the needs of the persons with the problem. Supervision involves several interrelated functions and responsibilities. These functions are meant to ensure that clients are protected and that they are able to receive competent services from the case workers. There are many models of supervision including traditional, or authoritarian or collaborative models, but all these models place the emphasis on the client, the supervisor, and the supervisee in varying degrees. Actually the supervisor and the supervisee make use of a collaborative process, whatever model is selected. Both the supervisor and the supervisee are equally responsible for carrying out their role in this collaborative process. They share a relationship that is built on trust, confidentiality, guidance, and handholding experiences. Their relationship is marked by mutual respect, safety, self-care, and constructive feedback. II. Objectives To understand the meaning and objectives of supervision in social case work practice, To learn the functions of the supervisor and the sources of supervisory authority or power, To know the types of supervision, and To comprehend the responsibilities of supervision. III. Definition of Supervision According to Kadushin and Harkness, supervision is the process of overseeing, directing, coordinating, enhancing, and evaluating the on-the-job performance of workers for whom the supervisor is responsible. A supervisor is often known as an overseer and the one who watches over the other s work with

3 3 responsibility for its quality. A good supervisory relationship is the best way we know to ensure that we stay open to ourselves and our clients. Ongoing supervision is a professional requirement for all those persons who are participating in the process of case work. The function of the supervision is to facilitate the enhancement of the case worker s theoretical knowledge, skills, and personal development. IV. Objectives of Supervision The objective of supervision is both short range and long range. The long range objective refers to the supervisory process that aims at improving the case worker s capacity to do his or her job more effectively. It is to help the worker grow and develop professionally and maximize his or her clinical knowledge and skills to the point where he or she can perform autonomously and independently. The short range objective of supervision is to help the case worker to provide the person with the particular service that is offered. The ultimate objective is to offer efficient and effective service to the person with the problem. V. Functions of the Supervisor The three basic functions of supervision administrative, educational, and supportive reflect the shortterm objectives of supervision and their ultimate purpose is to enable case workers to provide the person with the problem with the best service possible. 1. Administrative Function Administrative function refers to the administrative tasks of supervision that require managerial skills. The supervisor is responsible for providing case workers with the work structure and access to agency resources that allow them to do their jobs well. He is concerned with such issues as the case worker s productivity, progress, and workload, and whether they are following the agency s procedures. Most supervisors focus heavily on administrative tasks because these tasks play an important role in fulfilling the demands of accountability faced by their agency.

4 4 In short, the long-term objective of administrative supervision is to provide a systemic coordination of effort by providing a set of rules that are applied equally to all staff. The short term objective is to provide the case worker with the information necessary to work effectively. 2. Educational Function The educational tasks of supervision require teaching skill and technical knowledge. The supervisor is expected to provide the training that allows case workers to achieve their objectives and the skills that prepare them to do their jobs more effectively and independently. Educational function is about teaching the worker what needs to be known in order to perform the job and includes the skills, knowledge and approach to the work. The short term objective is to improve the worker s capacity to do his or her job effectively. Educational function involves the tasks such as creating a common frame of reference, evaluating the absorption of information, focusing on the content areas regarding the clients, agency, process, problems/issues and personnel, and effecting purposeful and conscious use of self through self-reflection. 3. Supportive Function The supportive tasks of supervision call for interpersonal skills. The supervisor is responsible for making sure that the case workers have the necessary psychological and personal resources to operate effectively at an emotional level. This allows the case workers to do their job more successfully and derive satisfaction from their work. Supportive supervision provides the management of work-related stress and assistance to staff in coping with work-related issues. The importance of the case worker s psychological well-being cannot be underestimated. If the case worker can be positive about the issues being faced, the outcome of his or her work will be better. Supportive supervision involves certain tasks such as reassurance, encouragement, recognition of achievement, constructive criticism, and genuine appraisals.

5 5 VI. Supervisory authority 1. Power Power refers to the ability to implement one s authority. The types of power underlying a supervisor s authority include the following: Reward Power: The ability to control tangible rewards (raises, work assignments, etc.) and psychic rewards (for example, praise). For reward power to be effective, case workers must believe that their supervisor has the authority to make decisions concerning rewards, and it must be apparent to case workers that rewards are distributed based on job performance. Coercive Power: The ability to control tangible punishments (demotion, poor performance rating, etc.) and psychic punishments (criticism, disapproval). For coercive power to be effective, case workers must believe that the supervisor is likely to take disciplinary action. Legitimate or Positional Power: Power stems from the authority associated with the position of supervisor, regardless of the position held. The case worker believes that the supervisor, simply because of his position, has a legitimate right to expect case workers to follow his authority. Referent Power: Derives from the case worker s identification with her supervisor and eagerness to be like him and liked by him. Having a positive relationship with a case worker provides a supervisor with a source of power for influencing the case worker s behavior and attitudes. When a case worker identifies with her supervisor, she internalizes his expectations. Expert Power: Exists when the supervisor has special knowledge and skills that his supervisees are in need of; this form of power is more useful in areas in which the supervisor has expertise and can diminish as a case worker s own expertise grows and he or she relies less on the supervisor all the time for help. This power may also stem from the supervisor s expert knowledge in areas like policies, procedures, and operations in the working agency. 2. Compliance vs. Internalization Reward and coercive power usually produce compliance and a change in behavior, particularly when a case worker knows he or she is being observed. Compliance occurs when a person changes his or her behavior in order to obtain a reward or avoid punishment; compliance is public and does not involve a private change in opinions or attitudes.

6 6 Expert and referent power are more effective for producing conformity both attitudinal conformity which implies an internalization of influence, and overt conformity behavior. Internalization happens when a person changes his or her behavior because he or she actually accepts the beliefs, attitudes, or behaviors of another person. 3. Sources of Power These sources of power defined above have been classified into two groups: formal and functional. Formal power includes legitimate/positional, reward, and coercive power. Functional power includes expert and referent power. Formal power is legitimate and positional. Functional power refers to expert and referent power. Formal power is related to the title or position a supervisor holds and the authority delegated to the position. It is gained automatically when a person becomes a supervisor and there is little difference between supervisors in the same agency with regard to their formal power. Functional power depends on the person holding the position of supervisor. Functional power has to be earned and continuously re-earned by the supervisor, and there may be big differences between supervisors working in the same agency with reference to their functional power, because of differences in their expertise and interpersonal skills. Problems tend to arise when a person with formal power, such as a supervisor, lacks sufficient functional power. For example, when the case worker is less knowledgeable or has not gained the respect of those under his or her authority, he or she is more likely to lack functional power. VI.a. Effective Use of Supervisory Authority The supervisor has to exercise authority only when necessary to achieve the objectives he or she and the case worker have agreed upon. The supervisor has to exercise authority in a predictable manner. He or she has to exercise his or her authority in an impartial manner.

7 7 The supervisor should communicate to the case workers the reasons underlying a directive and discuss it with them. He or she should use the least amount of authority needed to accomplish the objectives of supervision for example, simply providing information may be sufficient for inducing a case worker to change his or her behavior in the desired direction. Finally, when a client gives informed consent to receive supervised services, he or she grants oversight authority to the worker s supervisor. In this context, informing the client means providing him or her with information about the supervisor s qualifications, the supervisor s goals, methods, and responsibilities, and the relevant limits to confidentiality. VI.b. Constructive Criticism to Case Worker Constructive criticism or feedback to the concerned case worker should be given as soon as possible. It should be specific and objective. It should be descriptive rather than judgmental. The feedback should highlight the positive impact of a good performance. It should be focused on the behavior of the case worker, and not on the person. The feedback should be related to the needs of supervision. It should contain shared ideas and alternatives which can be effectively grasped. VII. Features of Supervisory Relationship Supervisory relationship is meant to support and encourage the case worker. It teaches the case worker to integrate theoretical knowledge and practice. It helps to assess the maintenance of standard. It is a medium through which professional values and ethics are transmitted. It develops the case worker s insight into his or her own experience of case work. It enables the case worker to develop skills and build self-confidence. It facilitates the case worker to share his or her vulnerability and disappointment and to be aware of the limitations. Supervisory relationship can help the case worker to move forward in the process of case work if he/she feels stuck. It gives an opportunity for the case worker to evaluate his/her work and its effectiveness. It depicts the progress or the lack of progress of casework practice with a person. Supervisory relationship can energize the case worker.

8 8 VIII. Responsibilities of Case Workers in Supervision Supervision is a process, not an isolated event. It entails preparation, open discussion and the implementation of decisions. Both supervisors and supervisees have a responsibility to contribute positively to this process. Supervisors should ensure adherence to the standards outlined in this policy. Supervisees or the case workers will make a substantial contribution to the quality of their own supervision by ensuring that actions agreed upon within supervision are carried out in a timely manner, notifying the supervisor of any difficulties in implementing decisions or plans, identifying development and support needs, understanding and implementing the policy. Where the supervisee is a practitioner, he or she will also contribute to the supervision process by ensuring that there is a written plan for each client, the desirable outcomes for each person are defined including the purpose of contact and agreed interventions and progress measured against these. The case worker should see to it that case files contain clear analysis, plans, and summaries, and diversity is integrated into all work and records. Supervisors will make a substantial contribution to the quality of supervision by adhering to the standards. Neither supervisors nor supervisees are likely to maximize the benefit of supervision unless they are adequately trained to understand and carry out their duties. Supervision must be integrated into induction processes and training must be provided. IX. Types of Supervision There are three types of supervision. The explanation of each of these types is given below. 1. One-to-one supervision refers to individual supervision in the formal agreement between the case worker and the person with the problem where they meet on a regular basis to discuss the case work process. The advantage of this type is that in this particular supervision the time is wholly the case worker s and the entire session is confidential.

9 9 2. Co-supervision or peer supervision is usually recommended for the experienced case worker who meets on a regular basis. The advantage is the mix of different views and hearing about different cases and the skills used. The insights gained are increased as each case is explored and as different skills and techniques are shared. 3. Group supervision is a formal arrangement between small groups of case workers who meet on a regular basis. Typically the case worker assumes responsibility for dividing the supervision among the group members. The advantage of this supervision is that the members benefit from the feedback on the quality of the practice from both the sides. X. Approaches to Supervision 1. Focus on the Problem The characteristics of this approach are exploration of the problem, concentration on mainly what took place, probing into the case worker s feelings and the case work relationship, and more discussion on the then-and-there, than on the here-and-now. This approach may create a relationship between the expert and the novice who seeks to please. Because there is often a climate of criticism in this problem-centered style of supervision there may be a tendency for the case worker to skate over the events he is ashamed of. 2. Focus on the Case Worker The characteristics of this approach are the focus on the case worker relationship and on what is happening within the case worker. Feelings are more readily acknowledged and supervision is carried out in an uncritical atmosphere. The underlying belief in this approach is that learning is only meaningful if it is personal, so it is advocated that links are made between situations in case work and the case worker s own circumstances. 3. Focus on the Interaction The characteristic of this approach is that it takes into account both the problem and the case work relationship.

10 10 The interaction between the case worker and the person with the problem may in some way be reflected in the supervision relationship. Recognizing the interaction and working with it is likely to provide the case worker with invaluable first-hand experience. XI. Adherence to Ethical Issues Both the supervisor and the supervisee may experience some ethical dilemmas while providing professional service to clients. They need to have an adequate knowledge of the code of ethics which governs their practice. However, the social workers who are involved in supervision should be knowledgeable about the code of conduct related to supervision and adhere to the same. Supervisors are expected to set clear, appropriate, culturally sensitive boundaries in the process of supervision right in the beginning. They should not engage in any dual or multiple relationships in which there is a risk of exploitation or potential harm to the supervisee. They should provide supervision and evaluate the supervisee s performance in an impartial, respectful and fair manner. Supervisors should be aware of the difference between professional code of ethics, core values, and personal values and beliefs, and should be able to help the supervisee to distinguish between these aspects while making any decision related to the practice. Supervisors should discuss with the supervisees and enable them to identify and explore problems and look at values, principles and regulations. Supervisors can use the supervisory relationship as a training ground for ethical discretion, analysis, and decision-making. Supervisors help supervisees learn ethical decision-making, a process that is both cognitive and emotional. Supervisors should create an atmosphere in which both the supervisors and their supervisees are able to discuss possible consequences of certain actions, besides their cost and benefit. They should explore the type of actions which will best achieve the goals in a fair and just manner. When the supervisees make mistakes, they should learn from their mistakes with the assistance of their supervisors and avoid such mistakes in the future.

11 11 XII. Summary Supervision is used to train and handhold the case workers who are beginners and as a means of quality control in the delivery of services. Ultimately supervision is performed for the benefit of the case work practice rather than for the case worker. The short range objective of supervision is to help the case worker to provide the person with the particular service that is offered. The ultimate objective is to offer efficient and effective service to the person with the problem. The three basic functions of supervision are the administrative, educational, and supportive functions. Supportive supervision involves certain tasks such as reassurance, encouragement, recognition of achievement, constructive criticism and genuine appraisals. Power refers to the ability to implement one s authority. The types of power underlying a supervisor s authority include reward power, coercive power, legitimate/positional power, referent power, and expert power. Formal power is legitimate and positional, and functional power refers to expert and referent power. There are three types of supervision. They are one-to-one supervision, co-supervision or peer supervision, and group supervision. There are three types of approaches in supervision, namely, focus on the problem, focus on the case worker, and focus on the interaction. The effectiveness of supervision is measured by the case worker s improved ability to respond to the needs of the person with the problem and better quality of the service. Supervisors can use the supervisory relationship as a training ground for ethical discretion, analysis, and decision-making. When the supervisees make mistakes, they should learn from their mistakes with the assistance of their supervisors, and avoid such mistakes in the future.