A Comprehensive Report on Professional Supervision Framework

This report provides a comprehensive overview of professional supervision, exploring its core principles, scope, and purpose. It delves into various theories and models used in supervision, highlighting the importance of legislation and research findings. The report examines the role of professional supervision in protecting individuals and details the performance management cycle, including support mechanisms, performance indicators, and strategies for addressing power imbalances. It further discusses boundaries, roles, accountability, and the frequency and location of supervision sessions, along with the actions required from supervisees. The report also addresses providing support and feedback, constructive criticism, identifying development needs, and methods for handling challenging situations and conflict, including reflection on practice and gathering feedback to adopt new approaches. The report concludes by emphasizing the importance of continuous improvement and the application of various supervision approaches.

Develop professional
supervision

Table of Contents
INTRODUCTION...........................................................................................................................1
1.1 The principles, scope and purpose of professional supervision............................................1
1.2 The theories and models of professional supervision...........................................................1
1.3 The requirements of legislation for professional supervision...............................................1
1.4 The findings from research...................................................................................................2
1.5 The role of professional supervision in protecting individual..............................................2
2.1 The performance management cycle....................................................................................2
2.2 The support for the professional supervision........................................................................3
2.3 The use of performance indicators........................................................................................3
3.1 The factors that results in power imbalance .........................................................................3
3.2 Addressing power imbalance................................................................................................3
3.3 Boundaries, roles and accountability within the supervision process...................................4
3.4 The frequency and location of professional supervision.......................................................4
3.5 The supervision sources........................................................................................................4
3.6 The supervisee actions that need to be taken........................................................................4
4.1 Supporting supervisee...........................................................................................................4
4.2 Providing feedback................................................................................................................4
4.3 Providing constructive feedback .........................................................................................5
4.4 Identifying own development needs.....................................................................................5
4.5 Reviewing the profession supervision..................................................................................5
4.6 Different methods of addressing challenging situation.........................................................5
5.1 Examples of conflict situations.............................................................................................5
5.2 Reflection on own practice ...................................................................................................5
6.1 Gathering of feedback ..........................................................................................................5
6.2 Adoption of approaches .......................................................................................................6
REFERENCES................................................................................................................................7

INTRODUCTION
Professional supervision is a positive and enabling process which provides an opportunity
to bring an employee and a skilled supervision together to reflect on the work practice(Dudding
and Procaccini, 2017). It is the process that will help the workers to review and analyse their
work with the help of discussion, report and observation with other worker.
In this report the purpose, principles and scope of professional supervision will be
analysed. The theories and model of professional supervision will also be discussed in this
report.
1.1 The principles, scope and purpose of professional supervision
In order to deliver the positive outcomes for the service user's supervision supports the
organization. A strong and professional work force with a culture of growth and development is
developed which helps to monitor and review the performance of staff. The principles of
effective supervision is that about why there is requirement for supervision the clear information
need to be given(Kadushin and Harkness, 2014.). For the supervision sessions the time frame
need to be set and where possible and appropriate protect the time and space. The confidentiality
also need to be ensures and the personal essentials of the patient need to be shared only with
these people who really need to know. On a continual basis all staff are supervised with policy
stating the care staff will receive six supervision each year. The purpose of supervision is to give
the individual the freedom to speak freely.
1.2 The theories and models of professional supervision
With the use of model the delivery of a supervision, outlining the stage functions and
roles within the supervision will be guided. The three function interactive model is a model in
which the supervisor and supervise are together responsible for completing the formative
supervision, normative supervision and restorative supervision.
The two intervention approaches are there in the intervention analysis. The process of
using prescriptive is being controlled by the autocratic intervention and facilitative intervention
is being controlled by the supervisee(Mink and Carraccio, 2018).
1.3 The requirements of legislation for professional supervision
The supervision is being influenced by the agreed ways of practice as with this the
support to the staff will be given and also the code of practice will also be followed. One of the
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ways to meet requirements are supervision. Within an annual period it is in the contact of
workers to have 1 supervision (Beddoe and Davys, 2016)..
1.4 The findings from research
Within professional supervision the findings form research and reviews are used as a
serious safeguards by putting the more emphasis on supervision to improve practice. The support
to the workers is given and also such relationship are developed with them in which thy have
freedom to talk about any issues.
1.5 The role of professional supervision in protecting individual
By the fact that supervision is recognised so anyone who is engaged in it can't revert back
on what they had said and it also protects the individual. It is the procedure by which the issues
can be discussed and solved in accordance with work practice.
Supervisor – Within the supervision all the aspects will be covered by the supervisor and they
can be confident as they are supporting the staff to their best confidential
Supervisee- By ensuring confidentiality supervision can protect the supervisee in case the serious
issues are being raised(ROBERTS, 2017).
2.1 The performance management cycle
The planning, monitoring, developing, rating and rewarding is being involved in the
performance management cycle. The expectation and goals can be set by planning the work in
advance and with the monitoring the work can be monitored continuously and with the help for
rewarding the rewards can be given to the employees for good performance.
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2.2 The support for the professional supervision
The performance can be supervised by the professional supervisor by given training to
the employees and monitoring them to see their progress. In the training the various session will
be there in which the ways in which the work can be done effectively will be taught to improve
the performance.
2.3 The use of performance indicators
An essential role is being played by the performance indicators in order to achieve the
missions and to provide the excellent and efficient services.
3.1 The factors that results in power imbalance
Being the manager I am already in two position of power, personal and organizational.
The former refers to knowledge, skills and competency which is associated with an individual
that gives me authority. In the organizational power there are 4 categories. They are rewards
power, coercive power, legitimate power and information power(Sanjari and Cheraghi, 2014).
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Illustration 1: Performance Management, 2017
(Source: Performance Management, 2017)

3.2 Addressing power imbalance
When the supervision is being given I ensure that the staff realize that it is session for
support and not for anyone to say how badly they are doing. The encouragement and support to
the staff need to be given through the supervision. In order to establish boundaries and good
working relationship I would develop a rapper with all the staff.
3.3 Boundaries, roles and accountability within the supervision process
The confidentiality agreement is being signed by all the staff. To any other member of the
staff anything which is being said to a member of staff in a supervision is not repeated. The role
and responsibility of each staff is made clear to them (Mink and Carraccio, 2018). .
3.4 The frequency and location of professional supervision
In between the both parties the home policy, supervise supervision, agreement of location
and frequency will be agreed. With a suitable room that is available the supervision will be
booked that can be used. This is done in order to make sure that supervise is comfortable and
confident that the process will take place in a calm place. On the home policy and procedures the
supervision policy will depend.
3.5 The supervision sources
With supervisee the supervision will be booked in advance and an agenda would also be
drawn up(DiPaola and Wagner, 2018.). A course will be undertaken by the supervisee and some
support will be required. The direct observation that need to be carried out before the permission
will also be send to supervisee.
3.6 The supervisee actions that need to be taken
On the agreement that is made and agenda of the supervision the action will be taken
mainly. From the previous supervision the action need to be put in the plan.
4.1 Supporting supervisee
In order to measure the practice the performance indicators are good way as they
represented the recruits of performance criteria that have being put in place. This will make staff
aware about the performance which is expected form them.
4.2 Providing feedback
In between the supervisor and the supervisee there need to have an open communication
as to provide a positive feedback. Through regular supervision positive feedback can be given
daily.
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4.3 Providing constructive feedback
In order to improve performance constructive feedback can be provided. The supervsiee's praise
is given first in the constructive feedback. After the negative news is given. It is a three step
procedure in which the negative news is sandwich by the good news,
4.4 Identifying own development needs
In order to provide themselves with more knowledge and to be able to gain a higher
position in the company the supervisee may would like to take further training. With all the
change in the policy bit necessary for the supervisor to have up to date knowledge(Coffey,
2016).
4.5 Reviewing the profession supervision
With the supervisee the appraisal is arranged and in advance it is booked and also the
time is allocated to make sure that main points on the agenda are covered.
4.6 Different methods of addressing challenging situation
The appropriate training need to be provided to all the supervises. At the staff meeting it is also a
good idea to make all the staff about the challenging situations that can arise.
5.1 Examples of conflict situations
In the workplace there can be two types of conflict that can take place. They are task
conflict and relationship-based conflict. A new staff members has being hired and he is being
arriving late at start of the shift. In order to raise my concern I have arranged a meeting. The
effects of coming late is being discussed with the new staff .After that meting that staff said that
he will not come late next time.
5.2 Reflection on own practice
On my ow practice I have reflected back and in order to manage conflict situation by
probation period of this staff is further extended to give him a change to make improvements in
the work practices.
6.1 Gathering of feedback
With this the improvement can be made and also this will assist me to evaluate the work
performance and the improvements will be made if it is needed(Beddoe and Davys, 2016).
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6.2 Adoption of approaches
By feedback form others the new approaches will be adopted by taking into consideration
the feelings of work and work ethics. The training courses on supervision can also guide them
with different methods and approaches when supervising an individual.
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REFERENCES
Books and Journals
Beddoe, L. and Davys, A., 2016. Challenges in professional supervision: Current themes and
models for practice. Jessica Kingsley Publishers.
Coffey, A., 2016. Implementing Reflective Practice as an Integral Component of Professional
Supervision within a Social Work Department.
DiPaola, M. and Wagner, C.A., 2018. Improving instruction through supervision, evaluation,
and professional development. IAP.
Dudding, C.C. and Procaccini, S.J., 2017. Clinical supervision in speech-language pathology and
audiology in the United States: Development of a professional specialty. The Clinical
Supervisor, 36(2), pp.161-181.
Kadushin, A. and Harkness, D., 2014. Supervision in social work. Columbia University Press.
Mink, R.B. and Carraccio, C.L., 2018. Validity of level of supervision scales for assessing
pediatric fellows on the common pediatric subspecialty entrustable professional
activities. Academic Medicine, 93(2), pp.283-291.
ROBERTS, D., 2017. The Importance of Professional Supervision for All Staff in
Schools. Attachment and Emotional Development in the Classroom: Theory and
Practice, p.233.
Sanjari, M. and Cheraghi, M.A., 2014. Ethical challenges of researchers in qualitative studies:
the necessity to develop a specific guideline. Journal of medical ethics and history of
medicine, 7.
Online
Performance Management. 2017. [Online]. Available through: <https://www.opm.gov/policy-
data-oversight/performance-management/performance-management-cycle/>
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