Supervisor resource 8 - Support needs of supervisors
Learning and development for supervisors
First-line supervisors identified a lack of training availability often meaning reliance on a variety of personal experiences when starting to supervise, (Patterson 2019).
In the absence of development opportunities, supervisors might default to their preferred approaches to supervision risks a mismatch with the learning style of the supervisee. Initially, the need to be helpful and provide answers is a strong driver. This can also partly align with the developmental stage of some NQSWs.
Learning styles and developmental supervision models are both further explored in the training session outlines. Patterson reflected that further practice often led to more awareness of the skills of containment and resisting the tendency to move too swiftly into problem-solving.
In pilot training for these resources, it was found that having a variety of models to draw on and discussing this at the beginning of a relationship can help both parties negotiate. Such negotiation or contracting helps regularly prioritise tasks, such as giving appropriate advice and guidance, worker development strategies or support to restore from the regular emotional and ethical challenges of the role.
Becoming a supervisor
As social workers we are already attuned to concepts of development which can be useful for NQSW’s and supervisors alike. In the section on ‘supervision models’ (link) there is an outline of the developmental model of supervision. Another model specific to supervisors (Davys & Beddoe 2020), sets out three phases of becoming a supervisor, making connections and integrating theory and style.
Becoming a supervisor involves issues such as a focus on the role and concerns about appropriate skills can lead to authoritative or problem-solving styles with difficult situations. Supervisors are however often motivated to learn new skills.
Making connections involves being more embracing of the supervisor’s own style, recognition of individual differences and a focus on the supervisees skills with a range of interventions and balanced use of authority.
Integrating theory and style where the focus becomes greater trust in one’s own practice wisdom, self-monitoring and reflection on supervision practice with greater ability to focus on process and contain distress.
There is also a caveat that it is impossible to meet the needs of all supervisees and it is important to have a range of options available. This can include those set out in other sections including consultation, mentoring and coaching.
A highly relevant article on the needs of first-line supervisors (Patterson 2019), was published in the Aotearoa New Zealand Social Work Journal where the whole edition was dedicated to supervision issues. It is available online at the following link and is ‘informed by over 10 years’ involvement in a teaching role with social service managers and supervisors in Scotland’.
Useful ideas
- Supervising the supervisors: What support do first-line supervisors need to be more effective in their supervisory role?
- Read the above article paying particular attention to concepts such as:
- Time pressure leading to problem-solving rather than developmental supervision.
- Skills of containment to explore below the surface dynamics.
- Risks of splitting line management from reflective supervision.
- Challenges of paying attention to process in addition to content.
- Reflect on your own experience of these issues and what you might do going forward in response.
- Reflect on your own experience of these issues and what you might do going forward in response.
- Note ways in which you think you need support and development for your supervisory role and bring this to the next meeting with your own manager.
Information and links
- Davys, A., & Beddoe, L. (2021) Best practice in professional supervision: A guide for the helping professions (2nd ed.). London: Jessica Kingsley.
- Patterson, F. (2019) Supervising the supervisors: What support do first-line supervisors need to be more effective in their supervisory role? Aotearoa New Zealand Social Work 31(3), 46–57.
