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18 JUNE 2010
NO 1591
Supervision
There are many different definitions of supervision, some trying to capture its essence in a sentence or two and others focusing on summarizing the functions supervision entails. Ireland (1994) suggests supervision is a process in which the goals of individuals are met and meshed to ultimately meet the goals of the agency. It is primarily an administrative tool concerned with quality assurance and quality control in the delivery of agency services. Kadushin (1985) saw supervision as comprised of three basic tracks; administrative, educational and supportive, with the supervisor having responsibility to deliver all three components to the supervisee in the context of the supervisory relationship. Austin (1981) defined supervision as a process with designated functions involving relationships to produce the best possible services. Garfat (1992) speaks of a “S. E. T.” format, using the functions of support, education, and training to define supervision as a learning process within the overall framework of enhancing the quality of services delivered to children and their families.
Professionally packaged supervision
In our efforts to compose a definition of supervision we have combined
the main concepts of relationship and process in a package that creates
a working definition of supervision which serves as a model to provide
an overview of supervision and be a guide to the everyday functioning of
the supervisor. In developing a common theme for all our training and
writing about supervision we have focused on the concept of a
“professional package” defined as: “A cohesive concept that logically
articulates a commonly accepted professional standard that
depersonalizes an issue and stimulates a professional process.
Consistent use of the package cultivates an organizational culture that
promotes a standard of excellence, cultural competence, and highest
quality services.” (Delano and Shah, 2006, p. 38)
The concept of building a professional package focuses on framing issues in relation to commonly accepted professional standards and not on issues of personality or individual shortcomings. Based on our professional package theme we suggest the following definition of supervision:
Supervision is a professional relationship that provides support, education, monitoring of quality, and creates a safe forum to reflect on professional practice. It should encourage constructive confrontation and critical thinking that informs and improves the practice of all parties. Respecting the inherent hierarchy in the relationship it should accept the responsibility to use power in a thoughtful manner. The dynamics of the supervisory relationship can create a parallel process in all other relationships including that of client/worker.
Ultimately supervision should be the vehicle to create dynamic growth, establish high professional standards, and enhance quality and culturally competent services. (Delano and Shah, 2007, p.7)
FRANK DELANO AND JILL SHAH
Delano, F. and Shah, J. (2009). Defining supervision
in a professionally packaged way. Relational Child and Youth Care
Practice, 22, 1. pp. 49-57.
REFERENCES
Austin, M. J. (1981). Supervisory Management for the Human Services, Englewood Cliffs, New Jersey: Prentice Hall
Delano, F. and Shah, J. (2006). Professionally Packaging Your Power in the Supervisory Relationship, Scottish Journal of Residential Child Care, 5, 2. pp. 34–44.
Garfat, T. (1992). SET: A Framework for Supervision in Child and Youth Care. The Child and Youth Care Administrator, 4, 1. pp. 2–13.
Kadushin, A. (1985). Supervision in Social Work (2nd Ed.). New
York, NY, Columbia University Press.
