Being familiar with Social Work Supervision theories can assist a
supervisor in tailoring supervision sessions for each supervisee thus resulting
in the most appropriate coaching and guidance. Before delving too deeply into
supervision theory it is important to note that the way a supervisor would utilize
each theory differs slightly based on how the supervision is being provided. Such
as, if supervision is happening within a workplace setting, versus in a private
pay environment. For reference ease while we explore this over the next several
blogs posts supervision within the workplace will be called “Managerial
Supervision,” and supervision pursued outside the workplace will be called “Advisory
Supervision.” This blog series will also discuss how both Managerial
Supervisors and Advisory Supervisors with utilize each theory. For this initial
article the Functional Approach to Supervision will be discussed.
Functional Approach to Supervision is the only model that
appears in the National Association of Social Workers, Best Practices in Social
Work Supervision guidelines (2013). Which warrants specific attention when
discussing supervision theory. Originally developed by Alfred Kadushin, this
Functional Approach posits that there are three functional roles to supervision.
Each role is considered to be equally important, however some roles are more
easily understood in the context of managerial supervision. The three functions
in this approach are Administrative Supervision, Educational Supervision, and
Supportive Supervision. Kadushin also underscored his theory by discussing the importance
of having a positive supervisor/supervisee relationship as being a key to
effective supervision outcomes. Here is a closer look at each function within
this theory:
Administrative Supervision is
focused on a supervisee working toward the goals and standards set forth by the
workplace. Some
tasks encompassed by the supervisor in this function are: recruiting staff,
operationalizing the vision of the organization,
assessing staff performance, and managing change. While it is easier to envision the
administrative tasks of this function mostly pertaining to managerial
supervision, in the case of advisory supervision it could also encompass the supervisor
having a strong understanding of the organization in which the supervisee
currently works, and completing all necessary paperwork for the state licensing
agency as needed by the supervisee.
Educational Supervision would
also seem most closely applicable to managerial supervision as its focus is on teaching the
supervisee how to perform their current role more effectively by increasing
their knowledge and skills. However, advisory supervision should also help
provide the supervisee with educational components that can help them become
more knowledgeable in their field, which is why it is important to find an
advisory supervisor with compatible experience (for more information on this
please see our earlier blog post: Finding a Good Supervisor https://besupervised.blogspot.com/2018/08/finding-good-supervisor.html).
Some tasks encompassed by this function include: Training new
employees, helping workers develop
professionally, and facilitating professional growth if supervising more
experienced clinicians.
Supportive Supervision is
perhaps the easiest of the three to relate to advisory supervision as its focus is on providing a
supportive environment to the supervisee thus improving their performance. It
can be far easier sometimes to receive the support supervisees need from an
individual whose sole purpose during their hour of time together is to be there
for them without the possibility of workplace interruptions which, is why
advisory supervision fits well into this category. Some tasks encompassed by
this function include:
Providing supervisees with emotional support, active listening, and self-care
coaching when needed.
Uses in Managerial Supervision are clearly outlined throughout the
research regarding this theory. However, let’s discuss an example:
Miranda has been a Social Worker for
10 years and has been a managerial supervisor for three years within her
organization. Miranda hired Emily several months ago (Administrative
Supervision). Emily is a recent Social Work graduate and has not previously worked
in an agency like this before. Emily frequently stops into Miranda’s office to
run cases by her and check in. Miranda ascribes to the Functional Approach to
Supervision. Miranda has identified that Emily would benefit from more
one-on-one supervision time in order to increase her confidence (Supportive
Supervision), knowledge (Educational Supervision) and ensure that she is
practicing at the level required by the organization (Administrative
Supervision). Miranda has met with Emily who agrees that she would like more
frequent supervision. Miranda and Emily have decided to meet once a week and as
a result Emily will also receive one hour toward her clinical supervision
hours.
Uses in Advisory Supervision are less clear in the Functional
Approach to Supervision, but could look something like this:
Emily is a recent Social Work graduate
who has been hired at an agency doing work that she has minimal background in.
Emily frequently feels unsure of herself and tries to run cases by her manager.
However, her manager is extremely busy and often dismisses her questions
without fully answering them. Emily has expressed her concerns to a coworker
who tells her that a prior agency manager, Kelly, who recently retired offers Advisory
Supervision outside the workplace. Emily has reached out to Kelly and they’ve
decided to meet once weekly for supervision. During their initial session Kelly
and Emily discuss the goals of supervision. Emily shares that she frequently
feels unsure about what to do and is starting to think that Social Work might
not be for her. Kelly uses the Functional Supervision Approach and has assessed
that Emily needs increased support (Supportive Supervision) as well as specific
knowledge related to the population she is serving (Educational Supervision). Since
Kelly has a strong understanding of the agencies goals she feels confident she
can help Emily understand the standards of the organization (Administrative
Supervision) and can be an ally in assisting Emily to reach her professional
goals.
The Functional Approach to Supervision Model outlines the main
functions of Social Work Supervision. It is crucial for Social Workers in
supervisory settings to understand this model and its uses whether they are in
a managerial or advisory environment as it forms a strong basis for other
supervision models in the field. Please visit Be Supervised next week to
discuss the Interactional Process Model.
Please leave a comment and let us know your thoughts on this
article. If you liked what you read please like our blog, besupervised@blogspot.com, or follow us on Facebook
(@LISWSupervision), or on LinkedIn at Be Supervised.
Sources for this Article
Britton, C. & Potter, C. (2009) Child Welfare Supervision; A
Practical Guide for Supervisors, Managers, and Administrators. Published by
Oxford University Press.
National Association of Social Workers, Best Practices in Social
Work Supervision (2013) https://www.socialworkers.org/LinkClick.aspx?fileticket=GBrLbl4BuwI%3D&portalid=0. Retrieved 7/31/2018.
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