Supervision, part 2: Achieving effectiveness

An effective supervision policy and structure within early years settings demonstrates a commitment to positive working relationships, fosters open communication among managers and other staff, and promotes good practice. Supervision requires all staff to take time away from the day-to-day demands of their jobs and reflect on their work on a regular basis.

Yet, early years practitioners can feel uncomfortable with the term 'supervision', which seems to imply being overseen, and this can evoke fear of being under surveillance, at risk of being judged or deemed inadequate in some way. While 'performance management' is one of the three key functions of supervision - with the others being support and development - research suggests that good performance is more likely when a manager is respectful, assumes a collegial stance and comes alongside the staff member, inviting them to review their work and discuss any pressing issues - and suggesting that together they might achieve a clearer and wider perspective (Hamlin & Sawyer, 2007), ultimately enabling 'super-VISION'.

MODELS OF SUPERVISION

Most staff supervision within early years settings is provided through the line management structure. As well as reflecting current financial constraints, there are dynamic issues that make line management supervision a logical approach. For example, within children's centres, the governing body or management council and the head are responsible for ensuring that the setting's aims and services conform to public policy and meet the needs of children, families and the community, ensuring that provision is effective, efficient and in line with quality standards, safeguarding and other health and safety regulations. This is accomplished most directly through line management accountability structures, ideally, within which mutual respect, trust and responsibility among members of management and staff are promoted and demonstrated on a day-to-day basis. At the same time, it is important to acknowledge an ongoing debate about whether a line manager with little or no experience of a staff member's specialist area of work, or of her or his professional heritage, can fulfil effectively the role of supervisor.

This is a crucial issue for children's centres, since the integration of services and inter-professional working are central features of how they organise and offer their services. The view that the line manager cannot provide adequate supervision tends to be felt most acutely when a staff member is the only one filling a unique role - for example, the only social worker, teacher, outreach worker, special needs worker, speech and language therapist -and/or the staff member feels that the purpose of her or his role, profession or approach is not understood by her or his line manager or other members of the team. Such multi-disciplinary and inter-professional team dynamics need to be addressed within staff supervision and leadership mentoring.

Functions of supervision

Hawkins and Shohet (2006) pointed out that supervision within the helping professions has multiple functions; Kadushin (1976) described three main functions within social work supervision - develop, support and manage - and Proctor (1988) identified the processes within counselling supervision that directly parallel Kadushin's functions, formative (develop), restorative (support) and normative (manage). There is inevitable overlap among these functions, as depicted in the 'Map of Supervision Functions and Tensions' (right), and even though each function concerns particular issues vital to the effective supervision of staff members, balance among the functions is vital.

Developmental or formative

While supervision is not training, this function concerns the development of skills and understanding through exploration and reflection, which can help to identify training needs. Of concern are: the needs, behaviours and feelings of children and/or families; the staff member's confidence, reactions and responses in their work with children and/or families; the staff member's interactions with children, families and/or other team members; the consequences of the staff member's actions and attitudes, and, finally, alternative ways of responding and interacting.

Management or normative

Supervision is also not the same as performance management, yet this supervisory function concerns issues of quality control and safeguarding of the children and families who use services, ensuring that aims, principles, policies and standards are upheld. Because of the complexity of leading and managing integrated services, the managerial or normative function of supervision also needs to hold commitment to multi-disciplinary and inter-professional collaboration.

Supportive or restorative

Finally, supervision is not counselling. Rather this function focuses on how a staff member's work with children, families and other team members is affecting them. Inter-professional perspectives and values, despite a commitment to multi-disciplinary collaboration, will raise issues for staff members - such as feeling de-skilled - that need to be explored and understood. As noted in part one of this series those working on an intimate and empathic level with others are liable to over-identify with their pain, discouragement or distress, take on their feelings, give too much, cut off and/or suffer burnout. Appropriate support in supervision can help staff members achieve appropriate distance and perspective.

TENSIONS IN THE WORKPLACE

The letters 'a' to 'd' in the 'Map' refer to tensions that will inevitably arise in any organisation:

a - Individual-Management Interface (loyalty to self vs loyalty to work) - those being supervised explore themselves as part of the organisation or team effort. This may include an exploration of personal values and beliefs in relation to those held by the team, setting or organisation and how any mismatch is managed. They may also examine management expectations and whether, and how well, they feel able to meet them, along with their own expectations of the team, setting and organisation.

b - Management-Client Interface (overinvolvement vs over-retreat) - those being supervised attempt to strike a balance between the twin dangers of 'overinvolvement' with clients (or staff) and 'over-retreat' from their distress into administrative work, authoritarianism or over-professionalism.

c - Individual-Client Interface (transference-counter-transference) - those being supervised examine their reactions to and interactions with clients (or staff) and what they and others may be 'transferring' from their own life experiences and relationships into present-day work encounters.

d - Overall Picture (integration, balance and direction of work) - supervisees attempt to integrate the various aspects of themselves and their work, achieve as much balance as possible and find positive direction.

Over time, it may become apparent that certain functions and tensions are commanding much greater attention than the others. This provides clues to the nature of problems in the workplace, within the team, for individual team members or within supervision. Area 'd' and the concept of balance are central to this model of work-based supervision.

RESPONSIBILITIES

Supervisors need to establish a shared view of the value and importance of supervision and lead the process of establishing a supervision agreement and a positive supervisory relationship with each individual being supervised. Supervisors also have responsibility for ensuring regular supervision sessions take place, booking a mutually acceptable private space, keeping summary records of the sessions and being open to give and receive constructive feedback. Staff members under supervision need to value the importance of supervision and contribute to an effective process by preparing for, attending, actively engaging in the process, acting on decisions and being open to give and receive constructive feedback.

FURTHER INFORMATION

The Pen Green Research Base runs a three-day Supervision and Support development programme for practitioners who lead and support staff members, students or volunteers. Visit www.pengreen.org

REFERENCES

• Developing Effective Leadership Behaviours: the value of evidence-based management, R G Hamlin & J Sawyer, Business Leadership Review, IV:IV, 1-16 (2007

• Supervision in the Helping Professions, Third Edition. Peter Hawkins & Robin Shohet, Open University Press, Maidenhead (2006)

• Supervision in Social Work, Alfred Kadushin, Columbia University Press (1976)

• Supervision: a co-operative exercise in accountability, Brigid Proctor. In Enabling and Ensuring, M Marken & M Payne (eds). Leicester National Youth Bureau and Council of Education and Training in Youth and Community Work (1988)

Part 3 in Nursery World 23 July-5 August will focus on how supervision can promote positive relationships and teamwork

Karen John, PhD, is consultant psychologist and psychotherapist, Pen Green Research Base