And why it is necessary

Definitions of supervision

Among the numerous definitions of supervision, the following themes are apparent:

• supervision is a reflective, dynamic and enabling process
• a supervisor facilitates the process, within negotiated and agreed parameters
• the supervisor and worker may agree to work towards a combination of professional, organisational and personal objectives
• through supervision, workers develop and grow professionally, while being accountable to themselves, their clients, their agency and the community. Click on the heading below for more info:

Supervision in the Voluntary Sector: An overview of what it is and how to make it happen (2005) - Word Version

Included in the above article are topics such as: What is Supervision? Undertaking Supervision from an Adult Education Perspective. Why is Supervision Necessary? Setting up a Supervision Relationship. Supervision in relation to Maori. Supervision Contracts and Agreements. Evaluation of Supervision.

Jim Batson (1994) introduces the concept of supervision as a reflective process, with the focus mostly on professional objectives (the worker–client relationship). As he describes it, during the process of professional supervision:

… the worker/supervisee is encouraged to find solutions to their own problems and the supervisor will assist them. Supervision in this context is a reflective process whereby the supervisee reflects upon what has happened and what they may want to do in the future. The primary focus of supervision is the worker’s relationship with their client(s). The purpose of supervision is to help the supervisee become more resourceful and as a consequence more effective in their work. It also helps alleviate stress! This is sometimes called external supervision as it often (but not always) uses people outside the organisation.

Here too, then, Batson recognises that a reduction in stress can be an important outcome of supervision, along with an improvement in the worker’s effectiveness as identified in the previous definition. He also points out that supervision may come from outside an agency.

Principles of supervision

The following principles from ANZASW (1998) apply to supervision in the voluntary sector:

· all workers require supervision (see Section 3 to find out why)

· the best interests of the client must always come first except where there are threats to safety

· supervision is mandated by agency policy

· supervision is culturally safe and gender appropriate for the participants

· supervision is a shared responsibility

· supervision is based on a negotiated agreement, which includes provision for conflict resolution (see more on contracts and agreements in Section 6)

· supervision is regular and uninterrupted

· supervision promotes competent, accountable and empowered practice

· supervision promotes anti-discriminatory practice

· supervision is based on an understanding of how adults learn (see Section 2 for an adult perspective of supervision)

· supervision provides for appropriate consultation when needed in regard to issues related to specialist knowledge, gender, culture, sexual orientation and identity, disability, religion or age.

Special note: Cultural, gender and other issues in supervision

It is acknowledged that, to provide appropriate supervision, serious consideration must be given to cultural, gender and other issues. Where there is a lack of “fit” between supervisor and supervisee in relation to factors such as culture or gender, supervision is likely to be less effective.

Supervision versus support

Supervision is not support. Certainly at particular times and in particular circumstances the roles, tasks and processes of supervision and support may be the same and may be carried out effectively by one person or one group of people. Moreover, supervisors in the voluntary sector should provide supervision supportively. However, the demands and requirements of supervision are markedly different from those of support. This distinction should be clearly maintained so that adequate provision is made for both roles.

In many contexts the main role of a supervisor (and of an adult educator) is akin to that of a good host. Like a good host, a supervisor should:

· be primarily concerned with making the supervisee (or guest) feel at home – which may require careful planning and forethought

· treat the supervisee as a friend and equal, avoiding power-plays and any behaviour that may be interpreted as patronising

· encourage supervisees to draw on personal experiences and tell their own stories

· have a genuine sense of humour

· make the supervisee feel comfortable physically, emotionally and intellectually, as well as stimulated and entertained

· plan the hospitality carefully to take account of the expectations and preferences of the supervisee.

Clear expectations

To ensure that the supervision process fulfils the expectations of both supervisor and supervisee, those expectations should be clarified through formal or informal negotiation. Among other matters, the negotiation process may explore:

· whether the supervisee sees their paid and unpaid work as a vocation or career, or as taking a small role in their life

· the relevance of personal and family history and biography to the supervisory relationship

· visions, ideals, understandings, and forms and areas of expertise.

At the same time the supervisor needs to ensure that the supervisee has access to information on available resources and is aware of the agency’s decision-making processes and of how to participate in these processes.

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