SUPERVISION AND COACHING PRACTICES AND TOOLS

SUPERVISION AND COACHING PRACTICES AND TOOLS
MODULE 2 SUPERVISION AND COACHING PRACTICES AND TOOLS 2 minutes Ask: Are there any thoughts, reflections or questions from Module 1 before we move on? Say: In the last session, we primarily focused on understanding the key definition, functions and structures of supervision. In this module, we will shift to thinking more about how supervision looks in everyday practice, and we’ll introduce some helpful tools that can be used by supervisors with a case management team. Facilitator’s Note: This module summarizes 7 supervision practices that are recommended by the global CMTF to promote good supervision, and ultimately improve outcomes for children. It is important to mention that these practices are not mandatory. It is the responsibility of organizations implementing case management in your country context to determine what practices make the most sense, according to staffing structures, as well as the capacities and availability of supervisors. Photo: Kellie Ryan /The IRC

THE ALLIANCE FOR CHILD PROTECTION IN HUMANITARIAN ACTION

MODULE AIM AND LEARNING OUTCOMES Aim: Learning Outcomes:
To examine the key practices of supervision and coaching Learning Outcomes: Know the different supervision and coaching practices that can be performed in one-on-one, group, or both settings Know the purposes associated with the different practices Know the duration and frequency for each practice Understand the guidance associated with each practice and how to utilize practice tools 3 minutes Review the aim and outcomes outlined on the slide Say: In this module we will look at the 2 settings of supervision and 7 formal practices and take a look at their corresponding tools We will look at the definitions, frequency or duration, purpose and some guidance for each supervision practice. We will share some tools developed to support and document each practice. And, we will have time to experience and observe applying the practices and tools in some role play and scenario activities. Ask: Are there any questions before we begin?

SETTINGS OF SUPERVISION
One-on-One: Routine or regularly scheduled sessions between the caseworker and supervisor Group: Routine or regularly scheduled group sessions between the supervisor and case management team 5 minutes Say: Supervision occurs within two key settings: one-on-one and group Key message: The most essential and the most impactful supervision practice is the relationship that develops between a supervisor and a caseworker and is nurtured by consistent, regular scheduled one-on-one sessions.

WHAT DO THE IA CM GUIDELINES SAY ABOUT SUPERVISION?
Supervision should be… Regular and consistent Collaborative Safe and confidential Opportunity for learning and professional growth Part of ensuring effective and accountable case management procedures Important to promote staff well-being WHAT DO THE IA CM GUIDELINES SAY ABOUT SUPERVISION? 5 minutes Say: Here are some key points about supervision from the CM Guidelines. We have already covered many of these points on this slide in Module 1; we are reviewing it now to frame our discussion on practices Review: each point and check for understanding Explain: that this module will look at specific practice tools to achieve these points Key messages: Supervision is focused on improving outcomes for children Supervisors take on the responsibility for supporting and increasing the quality of the the work of the whole team both through individual and through group practices. (Think again of the metaphor of a sports team and a coach) Confidentiality in the caseworker-supervisor relationship is key

AD-HOC SUPERVISION Responsive to immediate needs of caseworkers
To briefly discuss one issue or crisis By nature, it is unplanned but it is still necessary to establish privacy and confidentiality Helpful when there is a need for immediate advice or consultation Not a substitute for individual or group formal/structured supervision! This module will focus on structured/formal methods of technical supervision and coaching 5 minutes Say: We are focusing on planned, formal and structured supervision practices through this training, but it is important to mention that sometimes supervision can be ad-hoc. This is a reality with the nature of CP work in humanitarian settings; there are often urgent situations that arise that we cannot plan for Review: each point and check for understanding

SETTINGS AND PRACTICES OF SUPERVISION AND COACHING
Supervision Practice One-on-One Group Individual Supervision Session X Case Management Meeting Capacity Assessment Shadowing Observation Case File Review Case Discussion 10 minutes Say: As we mentioned, supervision can occur in One-on-One or Group settings. We are going to present 7 practices, and their corresponding tools, that can be used in the 2 settings of supervision. This chart shows which setting is appropriate to which practice. Note that a case discussion can be applied in either group or individual settings. Ask: Are any of these practices being used regularly within your organization? Review the table and ensure everyone understands what the chart is describing

INDIVIDUAL SUPERVISION SESSION
Definition: A regular, 1:1 session between Supervisor and Caseworker Frequency: Weekly for at least one hour Purpose: Address all 3 functions of Supervision Guidance: Both parties are responsible to prepare and contribute Tool: Individual Supervision Record 10 minutes Say: the first practice is the one that is considered a priority within the IA CM Guidelines - individual supervision. This practice focuses on the importance of the caseworker- supervisor relationship and should address all 3 functions of supervision. Distribute: 2.1 Individual Supervision Record to the participants and review it together Facilitator’s Notes: It might be helpful to explain to the participants that all 7 tools are structured in the same way: 1. General Summary that includes Definition Purpose of the tool Frequency/duration Guidance 2. The actual tool to be used in daily supervision practice (many of them provide a section for the supervisor to track progress, take notes and plan actions to be taken with the caseworker.) The Individual Supervision Record refers to other supervision practices, in order that a supervisor can keep track of the other activities that took place from the last meeting with the caseworker. Participants might have some questions on this and explain that it will become more clear as the other tools are presented.

QUESTIONS? Check with the participants to see if they have any questions or comments before moving on.

CASE MANAGEMENT MEETINGS
Definition: Regular sessions between the Supervisor and the Team Purpose: Provide all three functions of technical supervision Frequency: Every 1-2 weeks at the same time for minutes Guidance: CM meetings should be collaborative, private opportunities to identify and address professional development and learning needs and facilitate an exchange among team members Tool: Case Management Meeting Record 10 minutes Say: The aim of a case management meeting is very similar to that of individual supervision. This is a platform for meeting all three functions of supervision. Naturally less time is given to each individual caseworker compared to an individual session. Nevertheless, the group sessions are critical for case file review/case review, professional development, self-reflection/ self-awareness, personal wellbeing, etc. Say: It is recommended that once a month the supervisor organize an extended meeting (for an additional hour, up to half of the day) to focus on skill development or staff care and well-being. Distribute: 2.2 CM Meeting Record tool to the participants and review it together

PLANNING FOR SUPERVISION MEETINGS
In small groups, review the tools: 2 groups: Individual Supervision Record 2 groups: Case Management Meetings Discuss as a group: What preparations should be made by a supervisor in order to facilitate a successful meeting? How should caseworkers be expected to prepare? What are some key tips for supervisors when leading the meeting? 15 minutes Say: We’re going to take some time now to think about how to plan and prepare for Individual Supervision and Case Management Meetings. As you’ll see in both the tools, a suggested agenda is provided, but there are other considerations that should me made in order to adequately prepare as supervisors and caseworkers. Instructions: Break the participants up into 4 groups (2 will focus on individual supervision/ 2 will focus on CM meetings.) Give participants 10 minutes to discuss as a group: What preparations should be made by a supervisor in order to facilitate a successful meeting? How should caseworkers be expected to prepare? What are some key tips for supervisors when leading the meeting? After 10 minutes, ask the group to present back and discuss in plenary. Key Messages: Supervisors and caseworkers have responsibilities in preparing and contributing to individual supervision and CM meetings. As a Supervisor, it is important to determine what should be discussed in an individual session vs. a CM meeting. Distribute: 2.3 Roles in Supervision Handout

CASEWORKER CAPACITY ASSESSMENT
Definition: Examines a caseworker’s skills, attitudes, and knowledge to perform effectively in the role Guidance: This is intended to be a private but collaborative and supportive process leading to a capacity building plan Tool: Caseworker Capacity Assessment Purpose: Identify and acknowledge strengths and address development needs on individual as well as team levels Frequency: Upon recruitment and reviewed at least every 3-6 months 10 minutes Say: the next tool is the Caseworker Capacity Assessment tool. It explores 3 main areas of caseworker competencies; Attitudes, Knowledge and Skills. The main idea behind the tool is to explore the areas that a caseworker is already confident in, and where s/he might need more capacity building and coaching. It is suggested that this tool is used upon recruiting a new caseworker. A supervisor can use this tool in the initial Individual Supervision sessions with a caseworker to understand her or his strengths and areas for development. Distribute: 2.4 Caseworker Capacity Assessment tool and give participants time to review Facilitator’s notes: This tool is quite long and might require multiple sessions to complete. Organizations and supervisors can determine if they want to prioritize certain sections at different phases of capacity building. Assessing attitudes is a very difficult thing, at the same time, the attitudes of a case worker are really important. The tool provides for a suggestion on how to assess a caseworker’s attitudes but it also recognizes the challenges of doing so. The capacity assessment can compliment what is already available within your organization; certain questions can also be used as a pre-/post-test for trainings. Key messages: Capacity building is never completed. Child protection work requires us to constantly refresh our knowledge, adapt our skills and acknowledge our own strengths and challenges.

USING THE CASEWORKER CAPACITY ASSESSMENT TOOL
In pairs: Take 15 minutes to review the tool Questions for supervisors: What are some ways that you can help caseworkers feel comfortable with this assessment? How would you develop a capacity building plan following the completion of the assessment? 20 minutes Say: Since this quite a long and complicated tool, we’re going to take a bit more time to review it in pairs. Instructions: Invite participants to work in pairs on different sections of the capacity assessment tool. Ask them to consider with their partner: What are some ways that you can help caseworkers feel comfortable with this assessment? How would you develop a capacity building plan following the completion of the assessment After 10 minutes, invite the pairs to return to the large group and review in plenary. Key messages: It is best to use this tool collaboratively between the caseworker and supervisor, and building a safe and trusting relationship is essential! Photo: Kellie Ryan /The IRC

SHADOWING Definition: Guidance: Purpose: Frequency: Tool:
A caseworker attends a face-to-face interaction between a senior caseworker and a child/ caregiver Guidance: Consent of the child and caregiver is necessary Supervisor and senior caseworker should decide on appropriate cases for shadowing visits based on criteria After the session, the caseworker has a formal opportunity to reflect on and ask questions about what they observed Tool: Shadowing Tool Purpose: To meet the caseworker’s learning and development needs by modeling good practice Frequency: 5-10 shadowing visits during the first 1- 2 months of employment 5 minutes Say: Shadowing is a common practice for new caseworkers. It is used to show caseworkers how to engage with children and families, particularly caseworkers who are new or inexperienced. During a shadowing visit, a senior caseworker or supervisor conducts an interview/meeting with a child (and/or caregiver) as though the caseworker is not present. The caseworker is a neutral observer during this contact for the purposes of learning and development. Distribute: 2.5 Shadowing Tool to the participants and review it together. Say: Unlike the other tools, the Shadowing Tool is meant to be used by the caseworker. The caseworker should use the tool to note and reflect on the interactions between the senior caseworker/supervisor and the child/ family. Reflections and discussions of shadowing sessions should occur in individual supervision sessions Key messages: One of the best ways new caseworkers learn is by seeing how our work looks like in daily interactions with children and caregivers. It is important that the person that the new caseworker is shadowing is experienced and qualified. Ensure everyone involved understands the purpose of shadowing. Trust between new caseworker and senior caseworker/supervisor is important before shadowing takes place. Preparation is necessary; consent of the child and caregiver(s) is essential.

OBSERVATION Definition: Purpose: Guidance: Frequency: Tool:
Supervisor attends a face-to-face interaction between a caseworker and a child/caregiver Purpose: Observe caseworker’s skills in order to provide feedback in individual sessions Frequency: Every 2 weeks as a caseworker develops skills and confidence At least every 2 months for experienced caseworkers Guidance: Consent of the child and caregiver is necessary Supervisor and caseworker should decide on appropriate cases for observation visits based on criteria Tool: Observation Tool 10 minutes Say: Observation is a similar practice to shadowing; but the roles are changed. During an observation, the caseworker leads the interaction and the supervisor takes on the responsibility of watching the caseworker’s interaction with a child/family. Distribute: 2.6 Observation Tool to the participants and review it together. Say: The sections of this tool are the same as the shadowing tool. It is the supervisor who takes notes and makes observations this time. Key messages: Not an “audit” of the caseworker, but to recognize strengths and areas for development. Preparation is necessary; consent of the child and caregiver(s) is essential. Trust between caseworker and supervisor is important to make observations effective. A supervisor should only ever interrupt a session if a case management guiding principle is being violated or if the caseworker explicitly asks for support or feedback.

USING THE OBSERVATION TOOL
Part One: Observation Scenario: The caseworker and supervisor are visiting the child at home Three roles: Child, caseworker, and supervisor 15 minutes Part Two: Providing feedback Remain in the same roles Scenario: The caseworker and technical supervisor are now in an individual supervision session. It is time for the caseworker to reflect on the session and for the technical supervisor to provide feedback from the observation. The person who played a child is now taking the role as observer (and may give feedback to the “supervisor”). 70 minutes Say: now we’ll take the opportunity to practice using the Observation Tool. Distribute: 2.7 Observation Tool Role Play Handout Break up participants into teams of three (roles of CW, Supervisor and Child) to practice role-playing the scenario. The caseworker will be visiting the child with the supervisor (who should be making notes using the Observation Tool.) Give 15 minutes for the groups to role-play. Bring the participants back and ask one team to volunteer to role-play for the large group (10 minutes). As the facilitator, be sure to create a safe space for role-plays in front of the large group! Emphasize that this is a difficult case study, and we are all here to learn together (15 minutes) After the role-play, first ask the “caseworker” to express how s/he felt, followed by the child and supervisor. Allow time for the rest of the group to comment on what they thought went well; and what they might suggest to do differently the next time, as well as room for asking questions. As the facilitator, ensure that positive and constructive feedback is offered. Ask participants to return to their teams of 3. Now, the next phase will occur in which an individual supervision session is taking place and the supervisor will discuss the observation with the caseworker (the “child” can observe.) **Tip: for the “supervisor,” be sure to allow time for the caseworker to reflect and ask questions before giving feedback! Provide 15 minutes for the role play. Bring the participants back and ask a different team to volunteer to role-play for the large group (10 minutes). (15 minutes) After the role-play, ask the “supervisor” to express first how s/he felt, followed by the caseworker and child. If appropriate, the facilitator can also step in to model how feedback should be provided. Provide time for the rest of the participants comment on what they thought went well; and what they might suggest to do differently the next time, as well as room for asking questions. Ensure the rules for giving feedback are followed. Facilitator’s Note: *Be sure that you ask groups to volunteer to role-play in front of their colleagues! No one should ever be forced to role-play in front of a group if they are uncomfortable. Make sure that you stress that the supervisor should use the Observation Tool as a reference/reminder. The focus of the interaction should be on the child and caseworker; the Observation Tool is simply a guide. Photo: Peter Biro/The IRC

CASE FILE REVIEW Definition: Guidance: Purpose: Frequency: Tool:
Supervisor verifies a case file is being managed properly and that documentation and record-keeping meets standards Guidance: Review files at any stage of the case management process including closed files Flag any issues for feedback and review Note any trends across the team and address during supervision sessions Tool: Case File Checklist Purpose: To meet administrative/accountability function. and identify any learning or development needs related to process Frequency: A supervisor should review 2-5 files for each caseworker on monthly basis 5 minutes Say: The next supervision practice is called a Case File Review. Many supervisors in several contexts are already doing this regularly (some call it an audit.) The tool created by the global CMTF is called the Case File Checklist, and it is meant to be used as a guide for supervisors to review a single child protection case. This tool is part of the regular coaching and feedback should be provided in individual supervision sessions. Distribute: 2.8 Case File Checklist tool and review with participants Key Message: A case file review is an opportunity to monitor the quality of the caseworker's documentation; but also an important way of understanding if caseworkers need support and capacity building.

USING THE CASE FILE CHECKLIST TOOL
Review an example case file together with your team/group using the checklist tool Discuss with your team/group what observations can be made about the documentation 25 minutes Say: Now, we will take some time to practice reviewing a fake case with the Checklist Tool Instructions: (15 minutes in groups; 10 minutes plenary debrief) Keep the same teams/groups of 3 from the earlier exercise Distribute *FAKE* case files that have been prepared prior to the training. Bring the participants back and facilitate a discussion regarding the quality of the case file including the following questions: What concerns/questions would you have for this case? What feedback and/or actions would you recommend for the caseworker? As supervisors: What concerns/questions would you have for this case? What feedback and/or actions would you recommend for the caseworker?

Definition: An in-depth discussion of a case in order to reflect, process, analyze, explore options and determine ways forward Purpose: To support caseworkers with challenging or complex cases Frequency: Based on needs and agency standards Guidance: Can be discussed at either individual sessions or case management meetings – with preparation. Reference the guiding principles Tool: Case Discussion Tool CASE DISCUSSIONS 5 minutes Say: We have finally reached our last supervision practice - Case Discussions! A case discussion is a supervision practice to help a caseworker process and analyze a case, explore potential options and determine ways forward. Case discussions can be used as a learning opportunity to reflect on how guiding principles were applied and how difficult situations were managed. Say: The Case Discussion Guidance Tool should be used by a supervisor to facilitate a collaborative dialogue during an individual or group supervision session. Distribute: 2.9 Case Discussion Tool and review

USING THE CASE DISCUSSION TOOL
Review the case together with your group using the Case Discussion Tool Discuss with your group what the options are for the case and what next steps or follow up would be recommended 1. 2. 20 minutes Instructions: (10 minutes in groups; 10 minutes plenary debrief) Keep the same teams from the earlier exercise The teams will role-play using the Case Discussion Tool in a CM meeting using the same case study that was used during the Observation activity Bring the participants back and facilitate a discussion regarding the case discussion tool and what options were discussed within their team

THE SUPERVISION PROCESS ACTIVITY
Instructions: As a group, organize yourselves according to the supervision process for an individual caseworker, from the moment that they are hired, through the onboarding process and as they become more experienced. Ongoing supervision for an experienced caseworker Onboarding a new caseworker 10 minutes Say: We are now going to consider the supervision process for an individual caseworker, from the moment that they are hired, through the onboarding process and as they become more experienced. Instructions: Distribute 1 activity card to each participant (there should be 19 cards total.) Ask them to physically order themselves from the moment of onboarding through ongoing supervision. Encourage them to do this quickly! They only have 10 minutes. Once 10 minutes are up, ask the group to read aloud (one-by-one) the order that they are in.

THE SUPERVISION PROCESS
ONBOARDING ONGOING Capacity Assessment Case Discussions Capacity Assessment Case File Review Shadowing Observation Case Management Meeting Case Management Meeting Case Management Meeting Case Management Meeting Individual Supervision Individual Supervision Individual Supervision Individual Supervision 10 minutes review Instructions: After the participants have organized themselves in order, show them this slide with a suggested supervision process. Ask: How did you do with your supervision process compared to this slide? Check if there are any questions and discuss the logic of the Supervision Process. Distribute: 2.10 Supervision Process Case File Review Initial Low-Risk Cases Increase caseload CM Training Observation

DESIGN A SUPERVISION CALENDAR
Exercise: Draft a monthly supervision calendar for 1 Supervisor and 6 caseworkers New hire: CW1 Junior caseworkers: CW2, CW3, CW4 Senior caseworkers: CW5, CW6 Blank calendar Capacity Assessment card x 1 Shadowing cards x 3 Observation cards x 2 Case File Review cards x 4 Individual Supervision cards x 24 Case Management meeting cards x 4 Case Discussion cards x 2 25 minutes Say: we just thought about the Supervision process for an individual caseworker. Now we are going to shift and consider what Supervision might look like for a case management team. The goal of this activity is for Supervisors to think about how they would organize the supervision of their team on a monthly basis. Instructions: Option 1: Break up participants into groups of 5-6 Each group should receive a blank calendar on flip chart paper and a set of pre-made supervision "building block“ cards. Their task is to design a supervision calendar that allows the Supervisor to apply all Supervision practices to the sample "team." They can make their own cards if the ones provided don't meet their needs. Option 2: Invite participants to individually create their own calendars according to the teams of caseworkers that they are supervising. Tips: Encourage the small groups to think about: The time that should be allocated to each practice The supervisors “field days” vs. “office days” Can any of these practices take place simultaneously?

PUTTING IT TOGETHER Setting Practices Frequency and Notes One-on-One
1. Individual 2. CM Capacity Assessment 2. Shadowing 3. Observation 4. Case File Review (check list) 5. Case Discussion Group 6. Case Management Meeting 7. Case Discussion 10 minutes Say: We have reviewed many supervision practices and tools today- this can be a bit overwhelming! Our final activity is for you; as supervisors to think about what supervision practices you’d like to commit to. What do you want to prioritize? What is the frequency you’d like to commit to? Distribute: 2.11 Putting it together handout to participants. Give them 10 minutes to fill in the handout and check if there are any questions. Facilitator’s Note: As mentioned in the beginning, these practices are not mandatory. It is the responsibility of organizations implementing case management in your country context to determine what practices make the most sense, according to staffing structures, as well as the capacities and availability of supervisors.

REVIEW QUIZ What are the two settings for supervision?
What are the 7 different practices of supervision? What is the difference between the Shadowing and Observation tools? When should a caseworker Capacity Assessment be completed? What are the roles of a caseworker and a supervisor in an Individual Supervision Session? 10 minutes Say: now we’re going to have an opportunity to review what we discussed in the second module Facilitator's note: Try to make this activity a fun competition! Give some prizes/ candy at the end to motivate participants. Always be encouraging when delivering a plenary quiz. Never say an answer is wrong. If necessary, say something like: what we are looking for here is an answer that reflects... Give prizes to everyone who tries even if their answer isn't complete. Answers: One on one and group Supervision Practices: Individual Supervision Session Case Management Meeting Capacity Assessment Shadowing Observation Case File Review Case Discussion 3. Shadowing: new caseworker observes a senior caseworker or the supervisor. (The tool is for the caseworker to complete) Observation: the supervisor observes the caseworker. (The tool is for the supervisor to complete in order to provide feedback and support the development of the caseworker’s skills) 4. After the recruitment of a new caseworker. The Capacity Assessment tool should be completed in the initial Individual Supervision Sessions. 5. Supervisor Role: Prepares for supervision sessions in advance including anticipating issues, creating an agenda, etc. Develops a safe space for the caseworker(s) to speak about their work in their own way Gives useful, insightful feedback and supports the caseworker(s) to explore and clarify their thinking Shares information, knowledge and skills appropriately. Challenges practice which is considered unethical or risky, as well as personal and professional blind spots. Manages the time and structure. Reviews and updates Capacity Building plan(s) during individual sessions and, when appropriate, during case management meetings. Ensures everyone is given space to participate in case management meetings. Caseworker Role: Comes prepared and actively participates in the supervision sessions to support reflective learning. Identifies practice issues which they need help in, and what supervision practice is useful to them. Is open to feedback and seeks clarification if needed. Proactively engages to seek solutions. Develops a level of trust in supervision to share their work issues. Use supervision to identify learning and development needs. Use individual sessions and case management meetings to review and reflect on current work load. Identifies what supervision practice is useful to them/their colleagues. Respects and supports the other caseworkers; respects confidentiality.

MODULE AIM AND LEARNING OUTCOMES Aim: Learning Outcomes:
To examine the key practices of supervision and coaching Learning Outcomes: Know the different supervision and coaching practices that can be performed in one- on-one, group, or both settings Know the purposes associated with the different practices Know the duration and frequency for each practice Understand the guidance associated with each practice and how to utilize practice tools 5 minutes Review the learning goals we had at the beginning of the module. Ask if we covered them or if anyone has remaining questions about any of the points.

TO ADD TO YOUR ACTION PLAN?
IS THERE ANYTHING FROM THIS MODULE YOU WANT TO ADD TO YOUR ACTION PLAN? 10 minutes Instructions: invite participants to add to their Supervisor’s Action Plan from this module.

REFERENCES Alliance for Child Protection in Humanitarian Action. (2014). Inter-agency Guidelines for Case Management and Child Protection. Retrieved 2017, from management-and-child-protection Alliance for Child Protection in Humanitarian Action. (2014). Child Protection Case Management Training Manual for Caseworkers, Supervisors and Managers. Retrieved from: package Nickerson, R.S. (1987). Why Teach Thinking? In Baron, J.B. & Sternberg, R.J. (Eds.), Teaching Thinking Skills: Theory and Practice (pp ). New York: W.H. Freeman & Company. Skills for Care and Children’s Workforce Development Council UK (2007) Providing effective supervision: A workforce development tool, including a unit of competence and supporting guidance. Accessed at keeping-workers/Supervision/Providing-Effective-Supervision.pdf Stevens, I (2015). Practicing Supervision in Child Care and Child Protection Agencies. Retrieved 2016, from

SUPERVISION AND COACHING PRACTICES AND TOOLS

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