Professional Supervision: Healthcare Performance Analysis Report

This report delves into the multifaceted realm of professional supervision within the health and social care sectors, specifically focusing on its application to children and young people. It begins by outlining the core principles, scope, and purpose of professional supervision, emphasizing its role in improving practice and ensuring adherence to professional standards. The report then explores various theories and models of professional development, including development, discrimination, and agency models, and examines the influence of legislation, such as the Health and Social Care Act 2008, and regulatory bodies like the Care Quality Commission (CQC). It highlights the importance of research findings and critical reviews in professional supervision, emphasizing their role in training and educating supervisors. The report further analyzes the performance management cycle, including planning, monitoring, developing, rating, and rewarding, and assesses the impact of supervision on performance, particularly in terms of skill development and service quality. It addresses factors contributing to power imbalances in supervision and suggests strategies for mitigation. The report also covers essential aspects of professional supervision, such as confidentiality, boundaries, roles, accountability, and the frequency and location of supervision, along with the use of evidence to inform the process. Finally, it discusses conflict management situations and the importance of feedback in refining supervisory approaches.

UNIT 511

Table of Contents
INTRODUCTION...........................................................................................................................4
MAIN BODY..................................................................................................................................4
LO 1.................................................................................................................................................4
1.1 Principles, scope and purpose of professional supervision...................................................4
1.2 Theories and models for professional development..............................................................4
1.3 Influence of legislation on Professional Supervision............................................................5
1.4 Use of research findings and critical reviews in Professional supervision............................5
1.5 Protection of professional supervision to protect Individual, Supervisor and Supervisee....5
LO 2.................................................................................................................................................6
2.1 Performance Management Cycle...........................................................................................6
2.2 Analysis of impact of supervision on performance...............................................................6
2.3 Using performance indicators................................................................................................7
LO 3.................................................................................................................................................7
3.1 Factors which result in a power imbalance in professional supervision...............................7
3.2 How to address power imbalance in own supervision practice............................................7
3.3 Agree with supervisee confidentiality, boundaries, roles and accountability within the
professional supervision process.................................................................................................8
3.4 Agree with supervisee the frequency and location of professional supervision....................8
3.5 Agree with supervisee sources of evidence that can be used to inform professional
supervision...................................................................................................................................8
3.6 Agree with supervisee actions to be taken in preparation for professional supervision........8
LO 4.................................................................................................................................................9
4.1 support supervisees reflective in their practices....................................................................9
4.2 Feedbacks related to the achievements of supervisee............................................................9
4.3 Constructive feedbacks..........................................................................................................9
4.4 Support to identify own developments needs(Frost and Mills, 2019)...................................9
4.5 Review and revise the professional supervision for meeting identified objectives.............10
4.6 Supervisee explore different methods in addressing challenges.........................................10
4.7 Records agreed to the supervision discussion.....................................................................10

LO 5...............................................................................................................................................10
5.1 Conflict management situations in professional supervision..............................................10
5.2 Reflection on conflict management situations.....................................................................11
LO 6...............................................................................................................................................11
6.1 Feedback of supervisee on the approach adopted for supervision......................................11
6.2 Modification of the approaches as per the feedback...........................................................12
CONCLUSION..............................................................................................................................12
REFERENCES................................................................................................................................1

INTRODUCTION
Professional supervision is process that looks to identify solutions to issue, improve
practice and increase understanding of professional and clinical issues of the patient. This report
highlights the purpose of professional supervision in health or social care with regards to
children and young people. After that the report highlights the principle of professional
supervision used to inform performance management with the help of highlighting performance
management cycle. After that the report highlights the preparation of professional supervision
with supervisees in health and social care. After that report goes on to explain the professional
supervision by the way of providing feedback to supervisee. After that the report highlights the
ways through which the conflict situation can be managed successfully in the professional
supervision. In the end report highlights the own practice when conducting professional
supervision in health and social care with regards to children and young people.
MAIN BODY
LO 1
1.1 Principles, scope and purpose of professional supervision.
Professional Supervision basically involves positive reflection on the work done by
integrating actions of employee i.e. supervisee and supervisor together.
Principles of professional supervision involves discussion between supervisee and supervisor
regarding their roles and responsibility and effective supervision helps in ensuring that both the
parties are clear regarding what is expected of them. Another important principle is
communication (Turner and Paul-Horn, 2018). Supervisee must speak clearly and supervisor
should provide guidance and support whenever required.
Purpose of professional supervision involves improving the practice of profession and checking
whether the professional understand their roles and responsibility and is working in compliance
with the rules whether in health and social care or under children and young people's work.
Scope involves various methods through which professional supervision can be carried out like
meetings, mentoring, induction programmes etc.
1.2 Theories and models for professional development.
There are three major models of professional development:

Development Models which stated that experiences should be combined with the growth process
and therefore behaviour of supervisor should change with development of supervisee (Bostock,
2015).
Discrimination model highlight three main area on which a supervisor should focus i.e. skill
development, conceptualization and personalization so that supervisee can be supported
throughout his learning process.
Agency Model further states that a supervisor is one who has power to direct, ordinate and
evaluate the performance of supervisee and therefore continuous evaluation helps in evaluating
the performance in a better manner.
1.3 Influence of legislation on Professional Supervision.
Health and Social Care Act, 2008 entitles that every healthcare unit operating in England is
legally labile for ensuring that they meet the quality standards and practices that have been
formulated (Carpenter, Webb, Bostock and Coomber, 2019). This requires staff to be properly
trained, supervised and regulated emphasizing on regular monitoring of their actions.
Care Quality Commission (CQC) is a regulating body of England who inspects, monitors and
regulates the health care units of England ensuring that the standards are being met. Under this,
regular supervision of the practices adopted by the healthcare units is necessary between regular
intervals so that issues if any can be addressed.
1.4 Use of research findings and critical reviews in Professional supervision.
While giving lessons or conducting professional training sessions, a supervisor can and
must take assistance of the research findings that have been conducted before. Critical reviews
help in identifying what should be avoided and how different actions have different impact on
the actions of supervisee (Ducat and Kumar, 2015). In order to train supervision in healthcare
setting, it is necessary to educate them with all type of possible situations that can occur and how
these should rather be avoided which can be done by reviewing real life case studies.
1.5 Protection of professional supervision to protect Individual, Supervisor and Supervisee.
Individual: Regular tracking and recording of the supervision activities carried out helps in
easily identifying what was said or done. The various procedures and policies adopted can be
tracked and their results can be evaluated thus protecting an individual (Carpenter, Webb,
Bostock and Coomber, 2019).

Supervisor: This party too maintains a record of the training procedures adopted by them and the
behaviour or development level of the supervisee is also recorded.
Supervisee: All the concerns or problems expressed by them are confidential and if any issues
are raised, then proper steps taken by them in resolving such issues is also recorded thus
evidencing everything.
LO 2
2.1 Performance Management Cycle.
Performance Management Cycle which helps in monitoring and evaluating the
performance involves 5 major stages:
Planning: At this stag, the supervisor is required to establish measurable goals and objectives
that will be achieved during the entire process of professional supervision (Bostock, 2015). This
involves development of plans and supervisor educates their staff how their performance will
impact the performance of the entire unit.
Monitoring: Continuous monitoring of the supervisee as well as the staff is extremely important
and this is carried out in this stage. This helps supervisor in incorporating the necessary
adjustments and correction whenever necessary and favourable or unfavourable outcomes are
evaluated.
Developing: Continuous monitoring and evaluation helps in the supervisor in identifying what
are the necessary developmental steps that the supervisor neds to adopt in order to improve the
current performance of the supervisee (Bressi and Vaden, 2017). Training sessions are conducted
that help in implementing the developmental activities.
Rating: Regular monitoring of the supervisee by the supervisor helps them in formulating a
common base, based on which the supervisor gives rating to their supervisee so that comparison
of performance can be made.
Rewarding: On the basis of the different in the rating identified in the step above, the supervisor
gives appropriate rewards to its supervisee motivating the less efficient ones to work harder.
2.2 Analysis of impact of supervision on performance.
Supervision has a positive impact of the performance of the supervisee since it helps
them in achieving the goals that have been formulated and distinguishing efficient practices form
the inefficient ones. It also helps in identification of those areas which require training needs so
that a clearer understanding of the responsibilities can be developed. Since there are regular

rewards and incentives based on the performance of the supervisee, this leads to motivation of
the supervisees thus improving the standard of service adopted (Kennelly, Daveson and Baker,
2016). Particularly in healthcare sector, this is an extremely important process since it helps in
skill development of the supervisees and thus the quality of service provided improves. This also
helps in improving the work of children and young people by developing their perspective in a
wider angle altogether.
2.3 Using performance indicators.
Performance indicators are used to set up benchmarks and define performance
measurement standards. These help in defining and tracking the regular performance of the
supervisee and their quality. When these standards or benchmarks set are compared with the
actual performance of the employee, a comparison can be made between the desired and
achieved performance levels. This comparison help in identifying those factors due to which
deviation has occurred and when these deviating factors are addressed successfully the
performance of the employees can be improved (Ducat and Kumar, 2015). These help in
measuring the performance collectively and various techniques used help in simplifying the task
if identification of those areas in which performance should be improved.
LO 3
3.1 Factors which result in a power imbalance in professional supervision
Health and social care or children and young people's, the imbalance of the power is due
to the supervisory relationship structure that theirs is the authority assigned relationship which is
directs and obvious (Violon and Wendland, 2018). When the supervisee did not attempts to the
responded authority then it involves the political risk and identifies its subordinates at the worst.
The supervisory are oftens responsible for the formal appraisal of the employee. The
professionals supervision impacts on the salary, chances, sense of competency and promotions.
3.2 How to address power imbalance in own supervision practice.
Supervision is the primary power for disempowerment for employees. Health and social
care or children and young people's supervisee with this feeling the employees feel
dissatisfaction. Some of the style of supervisor leads to reflect on their misuse of the power and
creates the failure to use the power in positive manner. The supervision develops the strategy to
address balanced power in the professional context (Turner and Paul-Horn, 2018).

3.3 Agree with supervisee confidentiality, boundaries, roles and accountability within the
professional supervision process
Health and social care or children and young people's supervisee confidentiality is the
main concept because of some limits in the supervision within therapeutic situations. It is
imperative that the subordinates understand the both mandate of honouring the information with
confidentiality and the confidentiality must be broken. Roles of the supervisor is to avoid the
situation and reduces the risk and the accountability lies on the supervisee which increases its
risk to work properly (Dos Santos and et.al., 2018).
3.4 Agree with supervisee the frequency and location of professional supervision
Health and social care or children and young people's supervisee frequency and location
are according to the professional needs, context, resources,etc. The supervisor should fit in the
individual practitioner’s circumstances. As the supervisor should maintain record of frequency
and nature of professional supervisory. At the starting of the supervisory relationship both
supervisor and supervisee must set their goals. supervision should be reviewed at least every
three months as a minimum guideline and more assessing whether goals have been achieved
(Canavera and Akesson, 2018) .
3.5 Agree with supervisee sources of evidence that can be used to inform professional
supervision
The professional supervision involves the measurement of performance target and making more
qualitative assessment. As it make out sound plans and ideas. The supervisee fits in the other
things that are happening in the organisation. They can see the work related issues, personal
issues or the request for personal development.
3.6 Agree with supervisee actions to be taken in preparation for professional supervision
Preparation for professional supervision is helpful in meeting the performances against
the individual work plan. health and social care or children and young people's Supervisee
actions is to monitor the needs for the personal trainings needs and the supports. To help the
workers to get directions with the use of appropriate tools to fulfil role, job, resources or general
expenses (Turner and Paul-Horn, 2018). To keep the dates of budgets with expenses and the
agenda needs to be discussed.

LO 4
4.1 support supervisees reflective in their practices
To be reflective in their practice supervisee get advice and guidance from supervisor.
Through simple practices becomes reflective
◦ create a safe environment: to resolve the issues of health and social care safe
environment foremost requirement(Redmond, 2017).
◦ Invite worker to talk about feelings: they discuss with the employees their issues
and try to resolve them.
4.2 Feedbacks related to the achievements of supervisee.
It helps supervisee to provide an opportunity to perform better further to made more effective.
Things consider in feedback :
◦ The observation of strength and weaknesses when self assessed by supervisee.
◦ The behaviour of person is important rather than as a person.
◦ Specific and clear in feedback and suggest the way of improvements.
4.3 Constructive feedbacks.
Things to consider when getting feedbacks:
◦ Receiving positive feedbacks provide an opportunity to improve and modify to
become more effective.
◦ Make self assessment of idea and work for making improvements.
◦ The specifies of feedbacks are understandable .
◦ Taken help for finding solutions in case of any difficulty.
4.4 Support to identify own developments needs(Frost and Mills, 2019).
Being supportive in supervision should provide an opportunity to the supervisee to reflect the
impact of work and also prevent those issues which adversely affect the working.
Supportive performance development
◦ Encourage the supervisee to be honest in assessment of responsibilities relative to
jobs.
◦ Require to create a development in the supervision.
Provide a responsive behaviour on feedbacks to further discuss the ways to improve and
develop(Tilmouth and Quallington, 2016).

4.5 Review and revise the professional supervision for meeting identified objectives
Supervision is beneficial both employees and employees in improvement of job performance. To
find out the strengths and weaknesses and its suitability in development. Those person if staff not
performing well should get aware during the regular supervision. Regularly take an overall view
of content of work and volumes that require achieving in the reported period.
4.6 Supervisee explore different methods in addressing challenges
Care should be taken to ensure that talented people remain within the organization. Worker
needs more support than usual(Beddoe and Davys, 2016).
On the occasion of birthdays organization shows their concern for staff members.
In case of difficult situation when staff get discouraged and arise question on their commitment
to the work. Staff members are key to success of business.
4.7 Records agreed to the supervision discussion.
All the supervision discussion are promptly and properly recorded in maximization of impact.
The correct method of reporting depends on the environment of working, available resources and
preference of supervisor(Burck, 2018).
LO 5
5.1 Conflict management situations in professional supervision
While implementing the supervision techniques, every supervisor is bound to experience
certain situations where the conflict arises between the supervisees or the staff which is being
trained or managed. In such situations an effective supervisor is required to not ignore the inner
conflicts and resentments that have been brewing but rather address the issues that he supervisees
have been facing (Carpenter, Webb, Bostock and Coomber, 2019). Examples of some situation
that I experienced during my training experience can be detailed below:
A particular nurse was found to be behaving in an extremely rigid manner where the
performance was not up to the standards set and the attitude adopted towards the formal
supervision was also extremely casual. I was regularly trying to get the nurse disciplined in
performing her duties but instead she refused to attend the training sessions altogether and called
in sick every time and was reported to be out shopping and partying on several occasions by her
colleagues. This impacted the patients that were assigned under her and one patient even suffered
a deteriorating condition. I decided to have a face to face discussion with her where I kindly and

calmly pointed out the negative impact of the careless attitude that she was forming and this gave
rise to a conflict where she stated that I was doing this deliberately and held a personal grudge
against her. I explained her the terms of recruitment she agreed to and also produced the
witnesses who could testify against her. This made her emotional and she admitted her wrong
doing taking blame for the careless attitude adopted by her.
5.2 Reflection on conflict management situations.
I think that the approach and attitude that I adopted in the above situation of conflict is
appropriate and helped in positively resolving the conflict. Conflicts often occur in workplace
settings especially in healthcare settings and the nurses are often inexperienced where dealing
with such patients can impact them emotionally making the entire process tiring. In such
moments it is necessary to deal with these nurses in a kind and caring manner making them
realise the importance of the job they are assigned of taking care of the patients. I identified the
reasons behind the behaviour of the nurse in this particular manner and this helped in developing
the approach that I should adopt while dealing with her. For instnce if in her place, the nurse was
a mature person of more age, I think I would have formulated a different approach since they
would not have listened to me. Therefore, the manner in which I resolved the situation was
satisfactory according to me.
LO 6
6.1 Feedback of supervisee on the approach adopted for supervision
I have often received a positive feedback form my supervisees where they state that the
approach adopted by me is comprehensive and specific as per the situation addressing particular
problems only. I have been told that my practice of modifying my supervision process by first
determining the long and short term goals, I am able to address the issue effectively and resolve
the problem that my supervisee is facing thus developing a personalized approach. However, I
am often told that while implementing my plan, I tend to get a bit rigid where I put a greater
emphasis on the rules that are to be complied with rather than taking humanitarian aspect into
consideration.
6.2 Modification of the approaches as per the feedback.
As per the feedback received by my supervisees, there are certain points that I will take
care of in the future:

 While formulating supervision plan, I would focus less on rules and more on the
emotions that my supervisee is experiencing modifying my plan as per the changing
scenarios.
 I would not associate myself with my supervisee since it often gets in between the plan
and might incorporate unintentional biasness on my behalf which would be unfair to the
intended supervisee as well as other ones.
 I would develop a proper and formal feedback mechanism similar to exit interviews
where I can evaluate the entire experience of my supervisee and incorporate such
feedback information regularly in my supervision process.
CONCLUSION
After going through the above report it has been summarized that professional
supervision used to bring the variety of the benefit to the supervisor as the principle of
professional supervisor used to cover many aspect. After that the report summarized that
principles of professional supervision can be used to as one of the great method for transforming
information performance management. After that the report summarized factors which result in a
power imbalance in professional supervision. It has been also summarized that there are many
ways through which the conflict in the professional supervision can be resolved by the
supervisor. After that the report summarized that feedback is the best way to see on progress and
on the basis of that individual can adopt the different approach to modify the feedback
suggestion.

REFERENCES
Books and journals
Beddoe, L. and Davys, A., 2016. Challenges in professional supervision: Current themes and
models for practice. Jessica Kingsley Publishers.
Bostock, L., 2015. Interprofessional staff supervision in health and social care. Pavilion
Publishing.
Bressi, S.K. and Vaden, E.R., 2017. Reconsidering self care. Clinical Social Work Journal.
45(1). pp.33-38.
Burck, C., 2018. Mirrors and reflections: Processes of systemic supervision. Routledge.
Canavera, M. and Akesson, B., 2018. Supervision during social work education and training in
Francophone West Africa: Conceptual frameworks and empirical evidence from
Burkina Faso and Côte d’Ivoire. European Journal of Social Work. 21(3). pp.467-482.
Carpenter, J., Webb, C., Bostock, L. and Coomber, C., 2019. Effective supervision in social
work and social care.
Dos Santos, G. and et.al., 2018. The Extension Activities in The Process of Training University
Students. International Journal on Alive Engineering Education. 5(1). pp.39-50.
Ducat, W.H. and Kumar, S., 2015. A systematic review of professional supervision experiences
and effects for allied health practitioners working in non-metropolitan health care
settings. Journal of multidisciplinary healthcare. 8. p.397.
Frost, N. and Mills, S., 2019. Understanding residential child care. Routledge.
Kennelly, J.D., Daveson, B.A. and Baker, F.A., 2016. Effects of professional music therapy
supervision on clinical outcomes and therapist competency: A systematic review
involving narrative synthesis. Nordic Journal of Music Therapy. 25(2). pp.185-208.
Redmond, B., 2017. Reflection in action: Developing reflective practice in health and social
services. Routledge.
Tilmouth, T. and Quallington, J., 2016. Level 5 Diploma in Leadership for Health and Social
Care 2nd Edition. Hachette UK.
Turner, A. and Paul-Horn, I., 2018. Work discussion within a research context: the use of work
discussion seminars for doctoral students of interdisciplinary intervention research.
Infant Observation.21(2). pp.220-231.
Violon, M. and Wendland, J., 2018. Être référent d’un jeune enfant en crèche collective: une
pratique à (re) conceptualiser?. Devenir. 30(4). pp.377-398.
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