Formal Professional Supervision Research Paper

Social Care Supervision refers to the strategies and body of service done within a social care plant in order to improve on the level of performance of the social care workers. Supervision is a critical idea in any social or structured society in which services of high quality and demand are being offered. Many social health care centers in the world are in need of equitable service delivery programs that will oversee a fruitful service reception by the clients. As such, Social Care Supervision refers to this body of knowledge and strategies used to support and instill hard work, quality delivery of products and services, together with a continuum of good delivery of goods and services to the clients (Gray & Brown 2010, p. 45-85).

Supervision is a mechanism that allows the supervisor to support, discuss and develop the knowledge and skills of each employee. It is the process in which a supervisor is able to encourage and support the employee to complete their role effectively.

10. Supervision of staff is compulsory and has been detailed to ensure encouragement of continual professional development.

Once the required level of supervision has been determined, it is important to consider the following disciplines in order to ensure safe supervision and to make all other family members aware of them also.

Agreed ways of practice have impacted our supervision by the requirements of CQC. It allows managers to ensure that staff is supported within the company and codes of practice and correct procedures are being followed. A professional supervision is one of the ways to meet that requirement. It is in the staff members contract from the company that they are required to have 4 supervisions annually. For new members of staff during their 12-week probationary period they have supervision after 4 weeks and 4 professional discussions throughout the 12 weeks. This allows the manager to be able to give new staff as much support they require and to resolve any issues they may have. This allows managers to be able to observe performance, skills and possible

The Children's Homes Regulations 2011 under schedule 6 sets out the matters that need to be monitored by the registered person, this is the manager and it clearly says that the registered person has to monitor staff recruitment records and conduct of required checks for new workers in the home.

Whilst holding one of these monthly supervisions with my supervisee I conducted a file audit of their case file as part of my monthly monitoring, this helps me to evaluate. I noticed that work which I had previously asked to be completed had not been produced and some of the work which had fell below expected standards for his role as a Residential Child Care Worker.

LM2c: Develop professional supervision practice in health and social care or children and young people’s work settings.

Effective supervision requires establishing different levels of supervision in order to know which offenders need closer supervision from those who require less supervision (Alarid & Del Carmen, 2012). Generally, the supervision of offenders is categorized into three or four levels: maximum, medium and minimum or maximum, high, standard, and administrative (Alarid & Del Carmen, 2012). The administrative level is for probationers or parolees who have committed minor offenses, satisfied financial responsibilities, and been in compliance for two years (Alarid & Del Carmen, 2012). Probationers and parolees on the administrative level do not require a personal visit or personal contact with the officer (Alarid & Del Carmen, 2012). Individuals on the administrative level are required to call in and leave a voicemail or mail in a residence verification and employment document (Alarid & Del Carmen, 2012).

Of the many conflicts that can arise between the authoritative and supervisory roles of a human services professional, one conflict that can occur is when a worker may have questions about how to perform certain tasks, but due to the worker only seeing the professional in a role of authority, they may choose to please the supervisor, may not give voice to her concerns and she may or may not seek information from other sources. Assuming a fully authoritative role undermines the creation of safety in a supervisory relationship and without safety, those seeking supervision will undoubtedly, avoid the unknown and the proper solution may be lost (Bogo & Drill, 2008). The most effective

3.4 Advice and guidance on safeguarding procedures are available in the safeguarding policy and procedures document. Advice on safeguarding and protecting individuals from abuse is also available by doing training, attending team meetings, having supervisions from management, contacting adult social services,care quality commission.

4.1 Performance Indicators are quantifiable measurements, agreed to beforehand, that reflect the critical success factors of an organization. They will differ depending on the organization.

In "The Little Black Book Of Supervision", Chapter-3 of Leadership Skills, Gil Sargent mentions that the quality of a leader to motivate affects the employee performance. Every worker gets motivated in a different way and it also depends on the ability of the leader. In this chapter, the author has very well explained the leadership skills required for efficient supervision and the motivational factors to motivate the staff. According to him, there are various kinds of supervisors and employees, but the most efficient employee is the one who is between the as Gil Sargent quotes "Tough guy" and "Good Guy". They are friendly to their workers while keeping in mind that the rules are being followed. There behavior prompts the employees to do work in an efficient manner. In a similar manner, the best employee is the who is supportive and who has the ability to do work (Sargent, 2003).

During this process of supervision it seems to me that it is more about how the supervisor views the problems that arise and in turn using cognitive methods to help work through the situation. Cognitive supervision “is underpinned by a supportive process, another fundamental requirement of effective supervision” (Sloan et al., 2000). “Role conflict is particularly pervasive among therapist trainees who are typically graduate students and who may be called upon by their supervisor to act at times as a colleague or even as a client” (Campbell, 2000). Role conflict can be a situation that causes conflict to arise in the supervisory relationship due to the fact that some supervisee have problems with the fact that they do not know at first what their role is. That supportive process that is mentioned for some people could turn into the dreaded dual relationship, which can cause a whole other set of problems and in turn leads to role conflict. I feel that if the supervisor is truly an effective supervisor and wants to take it serious they will in turn lay down ground rules when they agree to supervise a student. If the student knows what will be expected of them, then only minimal problems should arise. As problems surface the student should have an understanding of what was discussed and how it will be handled. The student should also understand that if certain boundaries are crossed then the supervision agreement might be at jeopardy. For instance, client confidentiality

I would like to start this self-evaluation by first giving a simple definition of supervision. I found two definitions that I feel describe supervision in a way that helps me to keep some important goals in mind. First, according to Brashears (1995) supervision is an opportunity for the supervisor to use this unique relationship as a process to enable other social workers to practice to the best of their abilities. The second definition I found was from Tsui (2005). which states that supervision is used to ensure clients receive maximum services, limit inappropriate staff responses to clients, enables workers to deliver more effective care, address concerns, receive feedback, maintain standards, review interventions, provide critical