Presentation on theme: "Effective Supervision"— Presentation transcript:
1 Effective Supervision UW School of Social WorkField Instructor Training ProgramModule 5
2 Objectives for Supervision Module Competency Objectives:1) Define the elements of effective field supervision;2) Identify strategies to incorporate these elements into the supervision of students;3) Describe the elements of an effective supervisory conference.
3 Research Findings on Supervision The quality of field instruction is the most significant factor affecting student satisfaction with the field placementthe quality of supervision provided influences students’ perceptions of their field instructorCharacteristics NOT associated with effective supervision:Age, race, genderExperience in social work or educational statusYears of experience as a field instructorPosition in the agency
4 Supervision Quiz: Handout 5A Self-assessment of areas you cover in supervision with students, employees, or your supervisor, such asCases/projectsAssignmentsCareer goalsPerformanceSkill-buildingAdministrative issues
5 Elements of Effective Supervision Elements fall in to four categories:AgencyTasks and assignmentsSupervisory SkillsSupervisory meetings
6 1. Agency Elements Making the student feel desired by the agency Including the student in agency functions and activitiesTreating the student like a professionalHelping the student learn about the agency
7 2. Tasks and Assignments Clarifying the purpose of assignments Providing detailed directions and instructionsWorking with the student to complete tasksRegularly reviewing the student’s workloadProviding a variety of learning activitiesClarifying expectations for the student’s performanceProviding early opportunities for client contact
8 3. Supervisory Skills Explaining your role and the role of the student Encouraging discussion of the student’s concernsHelping the student link theory to practiceProviding clear and consistent feedbackValidating the student’s feelingsReassuring students they can succeedDemonstrating that the student is valued as a person and as a colleague
9 4. Supervision MeetingsHolding regularly scheduled supervision meetingsBeing available outside of regular supervision timesProviding a thorough discussion of the student’s learning needsReviewing and analyzing the student’s cases or projectsProviding consistent supervision throughout the placement
10 Exercise: Making These Elements a Reality Divide into four different groups, each taking one content area of supervisionDiscuss or design specific ways you can facilitate the implementation of these elements in your agencyReport to the large group
11 The Supervisory Conference The supervisory conference is crucial to the success of the field placement.Research indicates that students want consistent and regularly scheduled supervision sessions throughout the field placementResearch also indicates that there are specific topics that students want to discuss during their supervision
12 Research on Student Needs for Supervision Elements associated with student satisfaction are primarily issues concerning students’ practice experiencePractice skills used by students;Cases, clients, and projects;Ongoing performance issues;Personal strengths, limitations, and areas for growth(Fortune & Abramson, 1993; Gray et al.,1989; Knight, 2001)
13 Topics NOT Associated with Student Satisfaction: Gray et al.,1989 Community issuesCareer plansAdministrative issuesAgency gossip
14 Summary of Supervision Research Students want direct and practical information that will help them become ethical and effective social workers;Students want dedicated time with their supervisor to focus on practice issues;Though students may want to discuss issues such as career plans with their field instructor, research (Gray, et. al, 1989) suggests that students do not want to discuss these issues during supervision sessions.Students want time with their field instructor to focus on practice, work in the field, and areas for improvement
15 HANDOUT: SUPERVISION NOTES Review example of a format that can be used during supervisory sessions to ensure that you are addressing the essential elements of the supervisory conferenceParticipants report on other useful formats.
16 Ineffective Supervisory Behaviors (Ellison, 1994) Supervision that is too directiveLack of monitoringInappropriate use of the studentInadequate supervisory contactLack of information, feedbackDISCUSSION of SUPERVISION CHALLENGES and STRATEGIES
17 Interactional Supervision (Shulman,1993) Three Areas for Supervision:Administrative:Tasks, requirements, policies and procedures, accountability, etc.Educational:Linkage of tasks to classroom theory, applying theory to practicePersonal Development:Attention to growth of insight, judgment, self-awareness, etc.
18 Phases of Supervision (Shulman,1993) Review Handout 5G: Phases of SupervisionPreliminary Phase: Tuning Innegotiate supervision expectations, needsBeginning Phase: Contractingclarity about roles, scope, vision of practicumMiddle Phase: Workingbuilding, applying new skills in activitiesEnd Phase: Terminationreview and reflection, transition planning