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The foundations of effective superv
The foundations of effective supervision practice
Good or effective supervision is delivered by effective supervisors, but what does an
effective supervisor look like?
The Skills for Care/Children’s Workforce Development Council guide [17] was the first
national guide for supervisors in social care and sets out, on the basis of practice
knowledge, the competencies required for effective supervisors. Current research and
practice evidence suggests that effective supervisors are those who have the required
clinical and expert knowledge to assist supervisees in their work, provide emotional
support and who have the qualities to develop positive working relationships.
In this section we begin by considering practice that might support the development of a
positive supervisory relationship, since it could be argued that without such a
relationship other aspects of the role are likely to be less successful.
The supervisory relationship
Relationship-based practice is at the heart of work in social care, yet recently there has
been a concern that a focus on tasks and compliance has reduced the value placed on
this aspect of the work. [18, 19] The research underpinning this guide reaffirmed the
importance of relationships within supervision and of developing an effective style of
supervision, which is intimately bound up with the capacity of the supervisor to develop
an effective relationship with their supervisee. Words used within the practice enquiry
[2] to describe the components of good relationships were: openness, honesty and
respect, including respecting the feelings of the worker.
The behaviour of the supervisor in relation to the practicalities of supervision will be an
important element in defining the quality of the relationship. Effective relationships will
most likely be underpinned by the following supervisory behaviour:
• ensuring that formal supervision sessions take place in a conducive, quiet,
interruption-free environment
• not cancelling or being late for supervision
• having structured plans for supervision sessions with built-in flexibility
• writing up supervision notes and making sure they are signed by both parties.
Supervisory relationships are based on openness, honesty and respect, and will partly
be influenced by the ability of the supervisor to work effectively with emotions. This
includes their capacity to engage with supervisees in exploring the meaning of feelings
engendered by their work rather than simply facilitating them to ‘offload’. This requires
supervisors to have a number of the features described in the literature on emotional
intelligence. While there is an extensive literature on this subject, less has been written
about its application within social care. Adapting Goleman’s work on emotional
intelligence, Morrison [20] identified five significant interrelated elements relevant to
social care practice:
• self-awareness
• self-management
• other awareness
• interpersonal skills
• values.
Morrison argues that these elements are linked to five core skills that are fundamental
within social care, namely:
• Engagement with people.
• Capacity for accurate observation and recall. Recall about emotional events
is reduced when we try to suppress emotion [21] and the ability to identify our
own and others’ emotions accurately also helps us to spot false emotions in
others.
• Assessment skills. People who use services will quickly become aware of
workers who are not in tune with their emotions.
• Decision-making. Emotions are associated with a range of mental capacities
that have a direct impact on judgement and decision-making [22] and help us
to predict the future by imagining potential consequences for either ourselves
or others. [23]
• Working with others. Positive emotion reduces inter-group hostility and
discrimination, enables people to identify commonalities and makes it more
likely that group members will treat other groups as members of their own. [22]
Emotional intelligence is therefore important for supervisors and supervisees alike: for
supervisees in the work they do with people who use services and for supervisors in
modelling emotionally intelligent behaviour. Through this modelling supervisors will send
important messages about the culture of the organisation, including permission to talk
about the emotional impact of the work, and will develop supervisory relationships which
will encourage supervisees to be the best they can be.
The following questions are adapted from original work by Tony Morrison [1] and are
designed to assist supervisors in considering how they respond to emotion.
• How would your staff describe your emotional style? Are you hot, cool or
balanced in your emotional responses?
• How good are you at noticing the emotional tone of the team?
• How good are you at recognising and acknowledging the daily hassles that
staff experience?
• Are you proactive in providing emotional encouragement and support or do you
tend to wait for staff to seek out your support?
• Which emotions do you find it more difficult to respond to: anger, sadness, fear,
excitement, helplessness or anxiety?
• Which emotions do you find it easier to respond to?
• Does how you respond to emotions depend on who is involved? Are there
factors relating to the social location of the individual, such as gender and age,
that affect your responses?
Good or effective supervision is delivered by effective supervisors, but what does an
effective supervisor look like?
The Skills for Care/Children’s Workforce Development Council guide [17] was the first
national guide for supervisors in social care and sets out, on the basis of practice
knowledge, the competencies required for effective supervisors. Current research and
practice evidence suggests that effective supervisors are those who have the required
clinical and expert knowledge to assist supervisees in their work, provide emotional
support and who have the qualities to develop positive working relationships.
In this section we begin by considering practice that might support the development of a
positive supervisory relationship, since it could be argued that without such a
relationship other aspects of the role are likely to be less successful.
The supervisory relationship
Relationship-based practice is at the heart of work in social care, yet recently there has
been a concern that a focus on tasks and compliance has reduced the value placed on
this aspect of the work. [18, 19] The research underpinning this guide reaffirmed the
importance of relationships within supervision and of developing an effective style of
supervision, which is intimately bound up with the capacity of the supervisor to develop
an effective relationship with their supervisee. Words used within the practice enquiry
[2] to describe the components of good relationships were: openness, honesty and
respect, including respecting the feelings of the worker.
The behaviour of the supervisor in relation to the practicalities of supervision will be an
important element in defining the quality of the relationship. Effective relationships will
most likely be underpinned by the following supervisory behaviour:
• ensuring that formal supervision sessions take place in a conducive, quiet,
interruption-free environment
• not cancelling or being late for supervision
• having structured plans for supervision sessions with built-in flexibility
• writing up supervision notes and making sure they are signed by both parties.
Supervisory relationships are based on openness, honesty and respect, and will partly
be influenced by the ability of the supervisor to work effectively with emotions. This
includes their capacity to engage with supervisees in exploring the meaning of feelings
engendered by their work rather than simply facilitating them to ‘offload’. This requires
supervisors to have a number of the features described in the literature on emotional
intelligence. While there is an extensive literature on this subject, less has been written
about its application within social care. Adapting Goleman’s work on emotional
intelligence, Morrison [20] identified five significant interrelated elements relevant to
social care practice:
• self-awareness
• self-management
• other awareness
• interpersonal skills
• values.
Morrison argues that these elements are linked to five core skills that are fundamental
within social care, namely:
• Engagement with people.
• Capacity for accurate observation and recall. Recall about emotional events
is reduced when we try to suppress emotion [21] and the ability to identify our
own and others’ emotions accurately also helps us to spot false emotions in
others.
• Assessment skills. People who use services will quickly become aware of
workers who are not in tune with their emotions.
• Decision-making. Emotions are associated with a range of mental capacities
that have a direct impact on judgement and decision-making [22] and help us
to predict the future by imagining potential consequences for either ourselves
or others. [23]
• Working with others. Positive emotion reduces inter-group hostility and
discrimination, enables people to identify commonalities and makes it more
likely that group members will treat other groups as members of their own. [22]
Emotional intelligence is therefore important for supervisors and supervisees alike: for
supervisees in the work they do with people who use services and for supervisors in
modelling emotionally intelligent behaviour. Through this modelling supervisors will send
important messages about the culture of the organisation, including permission to talk
about the emotional impact of the work, and will develop supervisory relationships which
will encourage supervisees to be the best they can be.
The following questions are adapted from original work by Tony Morrison [1] and are
designed to assist supervisors in considering how they respond to emotion.
• How would your staff describe your emotional style? Are you hot, cool or
balanced in your emotional responses?
• How good are you at noticing the emotional tone of the team?
• How good are you at recognising and acknowledging the daily hassles that
staff experience?
• Are you proactive in providing emotional encouragement and support or do you
tend to wait for staff to seek out your support?
• Which emotions do you find it more difficult to respond to: anger, sadness, fear,
excitement, helplessness or anxiety?
• Which emotions do you find it easier to respond to?
• Does how you respond to emotions depend on who is involved? Are there
factors relating to the social location of the individual, such as gender and age,
that affect your responses?
0/5000
The foundations of effective supervision practiceGood or effective supervision is delivered by effective supervisors, but what does aneffective supervisor look like?The Skills for Care/Children’s Workforce Development Council guide [17] was the firstnational guide for supervisors in social care and sets out, on the basis of practiceknowledge, the competencies required for effective supervisors. Current research andpractice evidence suggests that effective supervisors are those who have the requiredclinical and expert knowledge to assist supervisees in their work, provide emotionalsupport and who have the qualities to develop positive working relationships.In this section we begin by considering practice that might support the development of apositive supervisory relationship, since it could be argued that without such arelationship other aspects of the role are likely to be less successful.The supervisory relationshipRelationship-based practice is at the heart of work in social care, yet recently there hasbeen a concern that a focus on tasks and compliance has reduced the value placed onthis aspect of the work. [18, 19] The research underpinning this guide reaffirmed theimportance of relationships within supervision and of developing an effective style ofsupervision, which is intimately bound up with the capacity of the supervisor to developan effective relationship with their supervisee. Words used within the practice enquiry[2] to describe the components of good relationships were: openness, honesty andrespect, including respecting the feelings of the worker.The behaviour of the supervisor in relation to the practicalities of supervision will be animportant element in defining the quality of the relationship. Effective relationships willmost likely be underpinned by the following supervisory behaviour:• ensuring that formal supervision sessions take place in a conducive, quiet,interruption-free environment• not cancelling or being late for supervision• having structured plans for supervision sessions with built-in flexibility• writing up supervision notes and making sure they are signed by both parties.Supervisory relationships are based on openness, honesty and respect, and will partlybe influenced by the ability of the supervisor to work effectively with emotions. Thisincludes their capacity to engage with supervisees in exploring the meaning of feelingsengendered by their work rather than simply facilitating them to ‘offload’. This requiressupervisors to have a number of the features described in the literature on emotionalintelligence. While there is an extensive literature on this subject, less has been writtenabout its application within social care. Adapting Goleman’s work on emotionalintelligence, Morrison [20] identified five significant interrelated elements relevant tosocial care practice:• self-awareness• self-management• other awareness• interpersonal skills• values.Morrison argues that these elements are linked to five core skills that are fundamentalwithin social care, namely:• Engagement with people.• Capacity for accurate observation and recall. Recall about emotional eventsis reduced when we try to suppress emotion [21] and the ability to identify ourown and others’ emotions accurately also helps us to spot false emotions inothers.• Assessment skills. People who use services will quickly become aware ofworkers who are not in tune with their emotions.• Decision-making. Emotions are associated with a range of mental capacitiesthat have a direct impact on judgement and decision-making [22] and help usto predict the future by imagining potential consequences for either ourselvesor others. [23]• Working with others. Positive emotion reduces inter-group hostility anddiscrimination, enables people to identify commonalities and makes it morelikely that group members will treat other groups as members of their own. [22]Emotional intelligence is therefore important for supervisors and supervisees alike: forsupervisees in the work they do with people who use services and for supervisors inmodelling emotionally intelligent behaviour. Through this modelling supervisors will sendimportant messages about the culture of the organisation, including permission to talkabout the emotional impact of the work, and will develop supervisory relationships whichwill encourage supervisees to be the best they can be.The following questions are adapted from original work by Tony Morrison [1] and aredesigned to assist supervisors in considering how they respond to emotion.• How would your staff describe your emotional style? Are you hot, cool orbalanced in your emotional responses?• How good are you at noticing the emotional tone of the team?• How good are you at recognising and acknowledging the daily hassles thatstaff experience?• Are you proactive in providing emotional encouragement and support or do youtend to wait for staff to seek out your support?• Which emotions do you find it more difficult to respond to: anger, sadness, fear,excitement, helplessness or anxiety?• Which emotions do you find it easier to respond to?• Does how you respond to emotions depend on who is involved? Are therefactors relating to the social location of the individual, such as gender and age,that affect your responses?
Sedang diterjemahkan, harap tunggu..
Fondasi yang efektif praktek pengawasan
yang baik atau pengawasan yang efektif disampaikan oleh supervisor yang efektif, tapi apa yang
atasan yang efektif terlihat seperti?
Keterampilan untuk Perawatan / Tenaga Kerja Anak Dewan Pengembangan panduan [17] adalah yang pertama
panduan nasional untuk pengawas dalam perawatan sosial dan set keluar, atas dasar praktek
pengetahuan, kompetensi yang dibutuhkan untuk pengawas yang efektif. Penelitian saat ini dan
berlatih bukti menunjukkan bahwa pengawas yang efektif adalah mereka yang memiliki diperlukan
pengetahuan klinis dan ahli untuk membantu disupervisi dalam pekerjaan mereka, memberikan emosional
dukungan dan yang memiliki kualitas untuk mengembangkan hubungan kerja yang positif.
Pada bagian ini kita mulai dengan mempertimbangkan praktek yang mungkin mendukung pengembangan
hubungan pengawasan yang positif, karena dapat dikatakan bahwa tanpa suatu
hubungan aspek lain dari peran cenderung kurang berhasil.
Hubungan pengawasan
praktik berbasis Relationship adalah jantung dari pekerjaan dalam perawatan sosial, namun baru-baru ini ada
menjadi perhatian yang fokus pada tugas dan kepatuhan telah mengurangi nilai ditempatkan pada
aspek pekerjaan. [18, 19] Penelitian mendasari panduan ini menegaskan kembali
pentingnya hubungan dalam pengawasan dan mengembangkan gaya efektif
pengawasan, yang erat terikat dengan kapasitas pengawas untuk mengembangkan
hubungan yang efektif dengan supervisee mereka. Kata yang digunakan dalam penyelidikan praktek
[2] untuk menggambarkan komponen hubungan yang baik adalah: keterbukaan, kejujuran dan
rasa hormat, termasuk menghormati perasaan pekerja.
Perilaku pengawas dalam kaitannya dengan praktik pengawasan akan menjadi
elemen penting dalam mendefinisikan kualitas hubungan. Hubungan yang efektif akan
kemungkinan besar akan didukung oleh perilaku pengawasan berikut:
• memastikan bahwa sesi pengawasan formal berlangsung di kondusif, tenang,
lingkungan gangguan bebas
• tidak membatalkan atau terlambat untuk pengawasan
• setelah terstruktur rencana untuk sesi pengawasan dengan built-in fleksibilitas
• penulisan catatan pengawasan dan memastikan mereka ditandatangani oleh kedua belah pihak.
Pengawas hubungan didasarkan pada keterbukaan, kejujuran dan rasa hormat, dan akan sebagian
dipengaruhi oleh kemampuan supervisor untuk bekerja secara efektif dengan emosi. Ini
termasuk kapasitas mereka untuk terlibat dengan disupervisi dalam mengeksplorasi makna perasaan
yang ditimbulkan oleh pekerjaan mereka bukan hanya memfasilitasi mereka untuk 'offload'. Hal ini memerlukan
pengawas untuk memiliki sejumlah fitur yang dijelaskan dalam literatur tentang emosi
intelijen. Sementara ada literatur yang luas tentang hal ini, kurang telah ditulis
tentang penerapannya dalam perawatan sosial. Mengadaptasi karya Goleman pada emosi
intelijen, Morrison [20] mengidentifikasi lima elemen yang saling terkait yang signifikan terkait dengan
praktek perawatan sosial:
• kesadaran diri
• manajemen diri
• kesadaran lainnya
• keterampilan interpersonal
• nilai-nilai.
Morrison berpendapat bahwa unsur ini terkait dengan lima keterampilan inti yang mendasar
dalam perawatan sosial,
yaitu:. • Keterlibatan dengan orang-orang
• Kapasitas untuk pengamatan akurat dan recall. Ingat tentang peristiwa emosional
berkurang ketika kita mencoba untuk menekan emosi [21] dan kemampuan untuk mengidentifikasi kita
emosi sendiri dan orang lain secara akurat juga membantu kita untuk melihat emosi palsu di
lain.
• keterampilan Assessment. Orang-orang yang menggunakan layanan akan cepat menyadari
pekerja yang tidak selaras dengan emosi mereka.
• Pengambilan keputusan. Emosi berhubungan dengan berbagai kapasitas mental
yang memiliki dampak langsung pada penilaian dan pengambilan keputusan [22] dan membantu kita
untuk memprediksi masa depan dengan membayangkan konsekuensi potensi baik diri kita sendiri
atau orang lain. [23]
• Bekerja dengan orang lain. Emosi positif mengurangi permusuhan antar kelompok dan
diskriminasi, memungkinkan orang untuk mengidentifikasi kesamaan dan membuatnya lebih
mungkin bahwa anggota kelompok akan memperlakukan kelompok lain sebagai anggota mereka sendiri. [22]
Kecerdasan emosional itu penting untuk supervisor dan yang disupervisi sama: untuk
disupervisi dalam pekerjaan yang mereka lakukan dengan orang-orang yang menggunakan layanan dan pengawas di
pemodelan perilaku cerdas emosi. Melalui pemodelan ini pengawas akan mengirimkan
pesan penting tentang budaya organisasi, termasuk izin untuk berbicara
tentang dampak emosional dari pekerjaan, dan akan mengembangkan hubungan pengawasan yang
akan mendorong supervisees untuk menjadi yang terbaik mereka dapat.
Pertanyaan-pertanyaan berikut diadaptasi dari karya asli oleh Tony Morrison [1] dan
dirancang untuk membantu supervisor dalam mempertimbangkan bagaimana mereka menanggapi emosi.
• Bagaimana staf Anda menjelaskan gaya emosional Anda? Apakah Anda panas, dingin atau
seimbang dalam tanggapan emosional Anda?
• Seberapa baik Anda di memperhatikan nada emosional tim?
• Seberapa baik Anda mengenali dan mengakui kerepotan sehari-hari yang
pengalaman staf?
• Apakah Anda proaktif dalam memberikan dorongan emosional dan dukungan atau Anda
cenderung untuk menunggu staf untuk mencari dukungan Anda?
• emosi Mana yang Anda merasa lebih sulit untuk menanggapi: marah, sedih,
takut,? kegembiraan, ketidakberdayaan atau kecemasan
• emosi Mana yang Anda merasa lebih mudah untuk menanggapi?
• Apakah bagaimana Anda merespon emosi tergantung pada siapa yang terlibat? Apakah ada
faktor-faktor yang berkaitan dengan lokasi sosial individu, seperti jenis kelamin dan usia,
yang mempengaruhi tanggapan Anda?
yang baik atau pengawasan yang efektif disampaikan oleh supervisor yang efektif, tapi apa yang
atasan yang efektif terlihat seperti?
Keterampilan untuk Perawatan / Tenaga Kerja Anak Dewan Pengembangan panduan [17] adalah yang pertama
panduan nasional untuk pengawas dalam perawatan sosial dan set keluar, atas dasar praktek
pengetahuan, kompetensi yang dibutuhkan untuk pengawas yang efektif. Penelitian saat ini dan
berlatih bukti menunjukkan bahwa pengawas yang efektif adalah mereka yang memiliki diperlukan
pengetahuan klinis dan ahli untuk membantu disupervisi dalam pekerjaan mereka, memberikan emosional
dukungan dan yang memiliki kualitas untuk mengembangkan hubungan kerja yang positif.
Pada bagian ini kita mulai dengan mempertimbangkan praktek yang mungkin mendukung pengembangan
hubungan pengawasan yang positif, karena dapat dikatakan bahwa tanpa suatu
hubungan aspek lain dari peran cenderung kurang berhasil.
Hubungan pengawasan
praktik berbasis Relationship adalah jantung dari pekerjaan dalam perawatan sosial, namun baru-baru ini ada
menjadi perhatian yang fokus pada tugas dan kepatuhan telah mengurangi nilai ditempatkan pada
aspek pekerjaan. [18, 19] Penelitian mendasari panduan ini menegaskan kembali
pentingnya hubungan dalam pengawasan dan mengembangkan gaya efektif
pengawasan, yang erat terikat dengan kapasitas pengawas untuk mengembangkan
hubungan yang efektif dengan supervisee mereka. Kata yang digunakan dalam penyelidikan praktek
[2] untuk menggambarkan komponen hubungan yang baik adalah: keterbukaan, kejujuran dan
rasa hormat, termasuk menghormati perasaan pekerja.
Perilaku pengawas dalam kaitannya dengan praktik pengawasan akan menjadi
elemen penting dalam mendefinisikan kualitas hubungan. Hubungan yang efektif akan
kemungkinan besar akan didukung oleh perilaku pengawasan berikut:
• memastikan bahwa sesi pengawasan formal berlangsung di kondusif, tenang,
lingkungan gangguan bebas
• tidak membatalkan atau terlambat untuk pengawasan
• setelah terstruktur rencana untuk sesi pengawasan dengan built-in fleksibilitas
• penulisan catatan pengawasan dan memastikan mereka ditandatangani oleh kedua belah pihak.
Pengawas hubungan didasarkan pada keterbukaan, kejujuran dan rasa hormat, dan akan sebagian
dipengaruhi oleh kemampuan supervisor untuk bekerja secara efektif dengan emosi. Ini
termasuk kapasitas mereka untuk terlibat dengan disupervisi dalam mengeksplorasi makna perasaan
yang ditimbulkan oleh pekerjaan mereka bukan hanya memfasilitasi mereka untuk 'offload'. Hal ini memerlukan
pengawas untuk memiliki sejumlah fitur yang dijelaskan dalam literatur tentang emosi
intelijen. Sementara ada literatur yang luas tentang hal ini, kurang telah ditulis
tentang penerapannya dalam perawatan sosial. Mengadaptasi karya Goleman pada emosi
intelijen, Morrison [20] mengidentifikasi lima elemen yang saling terkait yang signifikan terkait dengan
praktek perawatan sosial:
• kesadaran diri
• manajemen diri
• kesadaran lainnya
• keterampilan interpersonal
• nilai-nilai.
Morrison berpendapat bahwa unsur ini terkait dengan lima keterampilan inti yang mendasar
dalam perawatan sosial,
yaitu:. • Keterlibatan dengan orang-orang
• Kapasitas untuk pengamatan akurat dan recall. Ingat tentang peristiwa emosional
berkurang ketika kita mencoba untuk menekan emosi [21] dan kemampuan untuk mengidentifikasi kita
emosi sendiri dan orang lain secara akurat juga membantu kita untuk melihat emosi palsu di
lain.
• keterampilan Assessment. Orang-orang yang menggunakan layanan akan cepat menyadari
pekerja yang tidak selaras dengan emosi mereka.
• Pengambilan keputusan. Emosi berhubungan dengan berbagai kapasitas mental
yang memiliki dampak langsung pada penilaian dan pengambilan keputusan [22] dan membantu kita
untuk memprediksi masa depan dengan membayangkan konsekuensi potensi baik diri kita sendiri
atau orang lain. [23]
• Bekerja dengan orang lain. Emosi positif mengurangi permusuhan antar kelompok dan
diskriminasi, memungkinkan orang untuk mengidentifikasi kesamaan dan membuatnya lebih
mungkin bahwa anggota kelompok akan memperlakukan kelompok lain sebagai anggota mereka sendiri. [22]
Kecerdasan emosional itu penting untuk supervisor dan yang disupervisi sama: untuk
disupervisi dalam pekerjaan yang mereka lakukan dengan orang-orang yang menggunakan layanan dan pengawas di
pemodelan perilaku cerdas emosi. Melalui pemodelan ini pengawas akan mengirimkan
pesan penting tentang budaya organisasi, termasuk izin untuk berbicara
tentang dampak emosional dari pekerjaan, dan akan mengembangkan hubungan pengawasan yang
akan mendorong supervisees untuk menjadi yang terbaik mereka dapat.
Pertanyaan-pertanyaan berikut diadaptasi dari karya asli oleh Tony Morrison [1] dan
dirancang untuk membantu supervisor dalam mempertimbangkan bagaimana mereka menanggapi emosi.
• Bagaimana staf Anda menjelaskan gaya emosional Anda? Apakah Anda panas, dingin atau
seimbang dalam tanggapan emosional Anda?
• Seberapa baik Anda di memperhatikan nada emosional tim?
• Seberapa baik Anda mengenali dan mengakui kerepotan sehari-hari yang
pengalaman staf?
• Apakah Anda proaktif dalam memberikan dorongan emosional dan dukungan atau Anda
cenderung untuk menunggu staf untuk mencari dukungan Anda?
• emosi Mana yang Anda merasa lebih sulit untuk menanggapi: marah, sedih,
takut,? kegembiraan, ketidakberdayaan atau kecemasan
• emosi Mana yang Anda merasa lebih mudah untuk menanggapi?
• Apakah bagaimana Anda merespon emosi tergantung pada siapa yang terlibat? Apakah ada
faktor-faktor yang berkaitan dengan lokasi sosial individu, seperti jenis kelamin dan usia,
yang mempengaruhi tanggapan Anda?
Sedang diterjemahkan, harap tunggu..
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