NQSW SUPERVISION AWARENESS SESSION - PowerPoint Presentation

1. NQSW SUPERVISION AWARENESS SESSION

2. TIMINGS AND HOUSEKEEPINGGroup discussion on experiences (45 minutes)Thoughts on materials (45 minutes)BreakExperiential peer group session (1 hour)Quick breakReflections and future actions

3. WORKING ALLIANCEGeneral issuesTake responsibility for your own needsNon judging and confidential spaceCan summarise own learning from sharing without referencing others particular examplesVirtual training issuesPlease keep camera on as much as possible Please keep mic on mute when not speakingRecording/deletion of recording

4. LEARNING OUTCOMESIncreased awareness of your expectations and experiences of supervision and understanding of their impact on your developmental needs. Refreshed knowledge of adult learning concepts, developmental and reflective practice models (from prior learning) and increased understanding of your strengths and areas for development. Experience of a peer group reflective practice approach, development of skills and gained confidence to set up such a group in your practice context.

5. INTRODUCTIONS

6. DISCUSSIONYour thoughts about pre-reading material Experiences and expectations of supervisionNegotiating 1:1 supervision

7. SUPERVISION CYCLESupervision cycle adapted from Kolb (Morrison, 2001)

8. LEARNING STYLESLearning styles (Honey and Mumford, 2005)Reflector: Let’s process what happened there…Theorist: How might we explain that…?Pragmatist:We could use that for…Activist: We won’t know until we try it!

9. CONTINUOUS PROFESSIONAL LEARNING (CPL)SSSC Guidance for NQSW 24 days (144 hrs) training and learning includes:induction activities, shadowing colleagues, team meetings, supervision.experiential, action or enquiry-based learning.professional discussions with colleagues, other professionals and people who use services.Feedback from the pilot was that NQSW wanted to move away from what feels like academic training and learning.Setting up and running a peer group with other frontline workers creates reflective and action learning. The refreshed approach to CPL is about recognising and recording when learning has taken place and logging this eg via Open Badges and the MyLearning app for Android and Apple.

10. SUPERVISION FUNCTIONSTraditionally supervision policies refer to a three or four function model of supervision including:managementprofessional developmentemotional support(sometimes) mediation This task-focused approach fails to take account of the interaction between these functions or identify the role of the supervisor in facilitating critical analysis of practice. It also frequently fails to situate the dynamics of the supervisory process within the wider organisational or inter-agency context.(Morrison and Wonnacott, 2010)

11. 4 X 4 X 4 MODEL – INCLUDING STAKEHOLDERSThis model adds the importance of these 4 stakeholders to the 4 functions and 4 elements of the supervision cycle, suggesting all of these are dynamically related(Kettle, 2015)4 stakeholders4 functions4 elements service usersmanagementexperienceNQSWsDevelopmentreflectionthe organisationSupportanalysispartner organisationsmediationaction

12. NORMATIVE, FORMATIVE AND RESTORATIVE SUPERVISIONNormativeensures that staff work within a safe framework for practicemaintains trust and professional standardsexplores options within the supervision sessionFormative the learning function shares knowledge and skills and experiencesproblem solving and skills developmentassist with understanding their clients betterexplore alternative ways of workingRestorative supports personal/professional developmentbuilds morale and  confidenceensures staff function within a safe framework for practicemaintains professional standards(Proctor, 1991 and BASW)

13. MEDIATION FUNCTIONMorrison (2003) added the mediative function to the management, professional and developmental aspects in recognition of the role of supervisors. He saw them as the conduit for information between frontline workers and management. (Proctor, 1991)

14. GROUP SUPERVISION“Lets in more light and air and less at the mercy of powerful unquestioned influences” (Proctor 2008)reduces isolation with focus on cathartic and catalytic processcost-effective approach for these particular focisupports development of organisational learning culture should always be a positive choice cannot replace individual supervision as insufficient time to explore individual case dynamics.can be led by expert for specific interventions Contract simply, clearly and regularly exceeding mandate competitive spiritmajor power imbalances group-think 

15. FLEXIBLE PEER GROUP LEARNINGdoesn’t require a facilitator or leaderpresenter role similar to action learningopen group accommodates for crisis and business needseach person briefly reflects on issues raised from 'I' placefocus is how this affects each member in turnpresenter then summarises reflectionscreate a culture of reflection rather than problem focusequalising power dynamics and time for NQSWstructured process avoids being ‘put on the spot’

16. BREAK

17. PEER GROUP PROCESS EXPERIENTIAL SESSIONassumes registered social worker baseline in terms of boundaries, confidentiality and knowledge.take off case worker ‘hat’ avoid ‘scrutinising’ cases (not a conference)least description possible (not line supervision) speak from ‘I’ place including values/feelingswhat’s stressful about similar cases for me?what helps me in similar situations? non-judgement the work of the whole group (after Moreno)

18. PROCESS STAGESStage 1first person offers to share an issue talking about that for only a few minutes it does not need to be prepared and can be thinking aloudthe focus is on restorative issues, tensions, feelings and reactionsthis may include ethical and justice issues, practice uncertaintiesStage 2each person gets an opportunity in turn to reflect on thisthey are reflecting on their own practice journey and similar issues avoid asking questions of Stage 1 person or and advice-givingStage 3 first person summarises their reflections from the process Repeat stages as time allows

19. REVIEW

20. FURTHER INFORMATIONThese materials form part of a suite of resources with supporting information and session notes that are part of the NQSW national project 2021. You will find references to all materials used in this presentation in these supporting notes.Please contact us for more information nqswproject@sssc.uk.com

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