Supervision, Leadership and Management for Professionals
ECYW7003                      
Amy Evans 
What is supervision?
Performance management within a working environment can be improved with a good supervision process, consisting of a two-way agreement that enables, supports and motivates the development and accountability of a practitioner. Supervision can improve the quality of self-awareness and service provided; it is a vital part of the management role when considering self-improvement through the supervision process; social care Wales (2020). 
The Oxford dictionary (2024) states, ‘Supervision involves a discussion of work between a tutor and student, involving and making sure work is done safely and correctly.’ 
However, in more detail Hawkins, P. & Shohet, R. (2006) state that supervision is a joint endeavour, there is a wider context between the tutor and student. The tutor attends to the needs of the student after some reflective practice in order to improve the quality of the work being carried out whilst continuing to develop a wider professional relationship. 
Pelling, Bowers and Armstrong (2007) give a unique view of supervision, discussing the need for supervision to be there to off-load any feelings or emotions. To be able to provide an environment that should be comfortable enough to encourage the expression of any thoughts that may need to be reflected upon. Supervisors have the opportunity to guide students to act courageously and carefully within their personal and professional lives. 
Supervision is a key element of developing a good and supported self-reflective practice for all those who work with people. This helps at an individual, group and organizational level. In order to grow as a supervisee, the capacity of a person’s ability to develop and use reflective practice alongside confidence also needs to grow with time. In order to fulfil supervision needs each supervisee needs to be able to independently use the tools of reflective practice when looking at the future practice, this can be learnt from previous practice as goals to set into motion for the future. These tools are gradually going to make any practitioner able to use their own reflections to be able to boost their confidence in work place settings and understand their own capacities within work placements. Growth of confidence within reflective practice would encourage supervisees to challenge views within workplace meetings/settings. Also, to be able to step back and see patterns from within clients in workplace settings to encourage connections and relationships to form in order to provide the best possible outcome in the job role. With confidence will come experience under difficult encounters supervisees may face within the job role, this is essential for continued depths of reflective practice, Hawkins, Peter robin shohet 2012.
Harrison & Wise 2005, state supervision can often be seen as form filling, easy going and informal. Having a good solid structured supervision agreement is important in order to get out of the sessions what is needed for improvement of confidence and encouragement of reflective practice. Setting out expectations both parties are aware of and in agreement of will make the supervision process beneficial, its important to set out clear expectations of each other before any supervision. Feeling safe to discuss personal feelings and any practice that could be improved upon and being able to critically reflect on is the aim of supervision sessions. Encouragement of building skills and confidence of how services are being delivered is based on the relationship between the supervisor and supervisee, trust has to built upon this can be formed by how well practitioners listen to each other and the level of engagement within supervision sessions. This is why forming expectations early on is essential to achieved aims and goals of each supervision sessions whilst being able to openly discuss reflective practice. An important factor of having a good supervision contract is the clarity of the role and conduct expected of both parties.
In order to become a reflective practitioner through supervision according to Hawkins, Peter robin shohet (2012) you need to be able to create a set amount of time agreed between both parties, this can be the first challenge in many full working diaries. Having solid times to suit both parties will aid and overcome the first challenge can enable the supervisee to feel confident and comfortable, the timing of the supervision is within enough time to enable them to engage in some personal reflections of the working environment and goals, it gives enough time to think of aims of the session such as what the professional thinks they could improve on. Being able to transfer reflective practice into our own core beliefs and motivations will enable practitioners to be able to see the clients in a new light, taking time to engage with clients in a way that embodies all learnt reflective practice.
As Margaret Rioch says: ‘If students do not know that they are potentially murderers, crooks and cowards, they cannot deal therapeutically with these potentialities in their clients’, Brown et. al (1996) p.14. 
Four categories of supervision identified by Hawkins and Shohet (1989) outline the relationship between supervisor who has been agency appointed and the supervisee. It is important for the supervisor to make sure the policy of the place of employment is being followed during supervision sessions. Sessions can include individual one to one supervision or group sessions with multiple people within the working environment if this has been agreed in the supervision contract. It has been agreed that supervision is an interactional process between both parties, this is to ensure feedback can be given and challenged to provide users with a high level of supervision and support. The categories outlined are tutorial supervision this would give an educative function where the supervisor could encourage the supervisee on how to engage or it continue to build confidence. Training supervision is more focused the managerial role providing the supervisee with training possibly from within the working role or a third party. Managerial supervision comes from the usual supervisor’s manager and consultant supervision happens when the supervisee is able to talk to another member of staff within the company who is not their manger or usual supervisor. Within supervision the direct impact on the supervisee can have an impact on the service users, it’s important that the supervisor is able to deliver the best possible service objectively. Responsibly performing administrative, supportive and educational functions within the context of creating/maintaining a positive relationship. 
Proctor (1987) offers the idea of 3 functions of the supervision process, knowing these seem conflicting; Formative, this is the potential development of the student as a worker. Normative consisting of the assessment of the supervisee and restorative, making sure the supervisee is recreated and adequately refreshed. Making a supervisee comfortable in the environment agreed that the supervision is to take place can have a positive impact on the larger picture of supervision. The environmental factors are important when considering comfortability and building of trust. Having positive body language as a supervisor is important, building non-verbal healthy communication will make for a positive supervision session. Strong eye contact is important whilst listening to each other to show the other person they are listening and considering what each other say. Nodding, agreeing and appropriate facial expressions can all help to create a safe supportive environment for the supervisee. 
Hawkins, P. & Shohet, R. (2006) seven-eyed model of supervision can aid self reflection encouraging each individual to look at their practice through several different lenses. The supervisor can offer feedback and advice on future practice and what could be done differently, this encourages different perspectives. This model has been used for over 25 years helping aid different perspectives of the supervision process, it is highly used in sporting also. 
Having a supervision contract is essential to give clear guidelines for both the supervisee and supervisor, agreed before the supervision sessions take place. Hawkins and Shohet (1989) state the importance of having clear contracts for each individual supervisory relationship is essential this will form an outline for all of the sessions. Clarity of what supervision is being offered and requested including limitations. Including times/dares and places to meet. Being able to set out mutual expectations is key to comfortability within supervision sessions. The effectiveness of the supervision sessions relies on the relationship formed between supervisee and supervisor. 
However, Brown and Bourne (1996) argue having a secure agreed contract does not guarantee the success of a supervision session, lots of factors that make up supervision sessions need to be considered and agreed upon. Having a plan will not ensure the supervise and supervisor will be able to create a good supervision session no matter how well it is planned. If an initial common ground has not been found it can be difficult to build trust and form all the solid foundations need for a successful supervision session. 
Leadership produces movement, it guides people. Whereas management brings consistency and order, it has focuses such as profitability of products at the forefront of motivation, John, K (1990)
The Bureaucratic management theory developed by Max Webber (1916) introduced the view of focused hierarchy in order to have a clear governance within the workplace. Introducing a chain of command in order to set out a clear division of labour in order to restrict the cross over between personal and organizational assets. To form a consistent attitude to regulations and rules within this precise record keeping and allowing the promotion of employees based off the qualifications and performance of each-individual. Core standards of most current organizations today are based off this theory Practical Psychology (2023).
The culture of a managerial position should be a balance of control and rationality, the manager needs to be problem solver whether that be organizational structures, the balance of resources or towards goals. Being able to ask the correct questions to improve moral within the organization is a key management role. Leadership is more of a practical, its job is to balance the levels and responsibility. To be a manager it takes a certain level of intelligence, analytical ability and tolerance. The constant battle of being able to accept solutions in a way to positively coordinate potentially opposing views, managers must face conflicting values daily. This is a skill many managers will have to master such as shifting the balance of power in order to be able to come to a conclusive solution to problems that may occur. Whereas a leader will act to develop a a new way of dealing with any issues that may arrive with a possible introduction to a new way of thinking rather than find a balance or middle ground to any possible issues. Havard (20004) managers and leaders. 
The PESTLE analysis outlines 6 factors that impact the organizational supervision processes. Understanding and collaborating all of the key factors to be able to aid the problem solving needed for constructed practice. Collecting information can be done in many forms, the PESTLE analysis considers 6 factors. Political, economic, social and cultural, technological, legal, environmental whilst considering all of these factors it allows an organization to look at the bigger picture of the environment they are formed in. This analysis allows for different perspectives to be considered, looking at what details have been collected that are the more obvious, the ones in front of you but also looking at where they have come from, JimMakos (2024)
The 1980s CLEAR model developed by Hawkins and Smith outlines five key outcomes to the supervision process. Having a clear contract outline with both parties in agreements can establish all of the rules and the roles both parties will take during the supervision sessions. Using active listening whilst engaging is sessions can be in many forms, such as eye contact, nodding when the supervisee talks and nodding of the head, body language plays a massive part in engaging in active listening. Exploring during sessions comes through awareness of the different aspects of placement and through questioning what is going on during each placement, taking notes during this time and reflecting upon them during supervision, Hawkins and Smith (2006).
One of the most common noted barriers to supervision has been lack of time within heavy workloads. The supervisors restricted ability to be able to provide the supervisee with enough time to effectively sit down and have a supervision session has been one of the most noted aspects of barriers to supervision. Support has been the second most noted factor when looking at barriers to supervision, feeling helpless and having to figure things out by yourself has left many feeling unsupported and lost with their working environment. It has been noted that supervision in many forms has not been considered a priority, the expectation on supervisors to provide sessions in their own time has been overlooked alongside developing deeper relationships with co-workers. Supervisees have been viewed as only wanting to attend supervision sessions within their work time, leaving the often-difficult factor of organising time for sessions hard for the supervisor. Monetary incentives are often given to supervisor or supervisor companies, and this can deter a supervisee from attending sessions outside their working hours as they are not gaining financial gain from also contributing from sessions. Service demands are often a barrier to supervision lack of staff available to supervise or take on job roles so staff can attend supervision can be difficult in a company even though supervision sessions are essential. This is mostly seen in rural areas and shifts outside of normal working 9-5 days shifts, Burnham, J. (2013). 
The lack of managerial support can be a barrier to supervision sessions, in a busy company deadlines and quotas have to be met, the lack of staff supervision can have a negative impact on the company as a whole. Not recognising the need and value of providing staff with supervision sessions with a senor team member can be detrimental to colleague moral. Equally the lack of supervisor training can create a barrier to effective supervision, ethically guidelines and company policy have to be adhered to when it comes to supervision, if these have no been understood or adapted to the supervisee’s personal needs of the supervision process then this would be a barrier to an effective supervision session. Binnie J (2011). 
Learning from experiences and being able to structure future learning according to Gibbs (1988) can be helpful whilst reflecting on placement opportunities in supervision sessions with the intention on learning from experiences. The Gibbs Model of Reflection allows six stages, the initial description of experiences gained from placement opportunities, how you feel and what your thoughts are considering the experiences. Being able to look back upon the negative and positive experiences and evaluate. To be able to make a personal analysis and conclusion of what could have been done differently alongside what was learnt. Lastly creating an action plan of changes that may be appropriate to deal with past experiences for future potential experiences is key to being able to use learnt practice and improve it. Thinking about how you felt and what did you make of the situation, including what could be done differently next time, Gibbs cited in Jasper (2013).
Supervision notes
The National Occupational Standards describe the knowledge and understanding and the performance criteria as key factors when considering a wide range of approaches, tasks and processes in youthwork. As a value-based field, our occupational standards are firmly anchored in the value and principles of youthwork’ CLD Standards Council Scotland (2019). 
Summary of supervision. K has been in role for 3 weeks at time of first supervision, now a youth worker in a homelessness prevention project for 11-25 year olds based in Pembrokeshire, the project is funded by the local authority and the HSG and WSG government grants. This project has a mixture of outreach programmes as group work or one to one support for anyone who struggles or anyone who is identified as potentially going to struggle in the future with homelessness. There is a ‘base’, a centre that has uniquely been set up to image a flat where a homeless person may gain as a first place of residence, many things happen there including support to be able to function with the psychical aspects of owning your own home. K and her team provide guidance with all day to day tasks of living alone such as using the washing machine and making the bed. There are more focused groups available for the support of young people, K has drawn up an 8 week plan to guide young people towards being able to pay their own bills and function in their own place of residence. This plan includes everything a person would need in order to sustain a place to live and avoid homelessness in the future. 
 K has 15 years of experience in various roles within the sector, in the last role K was employed with, she was offered a higher role in last few weeks of employment. But K decided a career move would be more challenging and started looking at opportunities she would like to pursue, the current place of employment approached K with a job offer after hearing about all of the progress she had made during her time in her last job role. K previously established a team and was working really hard within the youthwork sector, her work was being noticed by higher up colleagues due to her unique way of working. She was able to get results from some of the more challenging circumstances with young males that had previously refused any help. It was this way of working that got K noticed for her achievements within that job role. During talking about her past job role K’s face light up and I could see she really enjoyed what she had achieved. She was happy to talk about how she felt she had inspired so many time it but was very humbling at the same time. K noted how she did have challenges in her last role, it wasn’t all perfect all of the time. Upon reflection of those challenges K noted she has learned a lot about herself as a person and as a practitioner. K felt confident she has put all of her negative experiences down to lessons and made sure if a similar circumstances did arise in the future it would be certainly delt with from experience. 
 K is a married mother of 2 who is forever establishing a new work/life balance as hours change due to different projects that are being held in new place of work. K also studies a degree in Psychology from the open university although this causes financial implications as there is no financial support for tuition fees available to her. K feels her strengths in this job role are, she has a youthwork background so has a vast knowledge of her occupation and she has a lot of key connections with her fellow employees of her local authority. K feels her weaknesses are her management of her work/life balance. The fact she stepped back into a new role and unsure of future goals within the new role. Currently K has no safeguarding issues, having previously worked as a Safeguarding officer she has full confidence in the policies and procedures she would need to follow in order to raise any safeguarding issues should any arise. K feels her strengths are in teamwork and she fully values any team work experiences she is given and is very open when sharing her own projects to allow others to gain experience. K’s colleagues expressed they have full confidence in her and her working ability, she has fit in as a part of the team and are excited about the future. 
MnNall, L., Nicklin, J. (2014)  states the enrichment theory of work life theory suggests that the intersection of the work life balance historically have competing demands. Strain can be felt at work and be delivered at home, conflict can arise at both. 
Morris, M. L., & Madsen, S. R. (2007) introduced the work-life integration model suggests six different points in order to gain a successful and happy balance between work and life. Understanding and identifying the roles, but mostly the demands on you in various domains can ease the pressure as it would be easier to know what to give more time and attention although this can change daily. Being able to identify the relationships in each sector in a way to establish who needs the most support, alongside identifying the responsibilities in the different domains. Being able to identify the rules of each sector is a good way to manage them both, having a pre-prepared knowledge of what you can say and do with your limits can give you ease of the job in both aspects. Morris and Madsen (2007) state the sixth point to consider when trying to aid a healthy work life balance would be to identify all of the resources available and be confident reaching out for them when help is needed. 
The career development theory based on Erikson’s eights psychosocial stages, looks into how a person lives their life and how that then has a direct impact on their own career development and choice of occupation. The main factors considered within Tiedman and Millers career development theory are Preoccupation and Anticipation these two stages include going through four main stages exploration, crystallization, choice and clarification. Once able to identify all of these factor then we go onto implementation or adjustment Tang, M. (2019). 
Maslow’s hierarchy of needs can have a direct correlation with career development and job satisfaction. Having your physiological needs met at a basics level within the work place would link to having access to a bathroom, somewhere to eat and drink where you feel comfortable thus bringing in an income for you to support yourself and purchase or provide any other essential needs yourself or you’re family. Safety within work, when you feel you are in a safe environment where yourself and your personal belongings are safe from harm. Where you know there are policies and procedures in place to help in any situation where your safety may be compromised. Allowing you to level up in the hierarchy. Sensing a level of care and belonging in the place where you work is a key factor of being comfortable, feeling confident and being able to move upward to self-actualization where a person would reach the top potential of their own career abilities Maslow, A.H.(1943).
Youth work is a stressful occupation with a strong need for a supervision process, the long hours and challenging role within this sector considering the workload in this financial climate is considered a high pressure role. The variety of working with young people. Sourcing funding from external services, maintaining relationships with young people and colleagues as well as time management, it can often become overwhelming, the supervision process is there to help at this stage. One of the main roles of a youth worker Is to gain a relationship and empower and motivate young people, in order to fulfil the job role the youth worker needs to also feel empowered, motivated and confident in their role. Staff need time to think and reflect on their own practice to be able to understand and improve, Jenkinson, H (2010). 
Marken and Payne (1987) submit the demand for supervision within Youth Work Practice is not always identified as a productive factor when considering engagement of staff. Often staff feel anxiety or a general lack of motivation when it comes to the supervision process due to many factors such as busy work scheduled leaving restricted time to allow for any supervision. 
Youthwork strategy for Wales (2019) states youth work is key for promoting diversity, equality, building resilience and supporting young people to access and understand their rights. 
However, challenges within the youth work sector identified by the Welsh Government are on the front line of delivery. Funding being the most understood challenge, funding for youth work can come from many sources such as grants. Some grants are given to local authorities for example. However, some grants need to be applied for, over the past decade the Welsh Government have identified that youth organisations are having to do more with less money. So lately youth organisations have to prove they are using fund correctly in order to gain new funds with evidence of how that would improve the service given to young people and the amount of young people that would be able to access services would increase, youth organisations have been doing this in many ways, self-efficacy forms have been a successful way to measure the confidence of young people whilst following a programmes to upskill them within working and living environments. This is a positive factor about gaining evidence that sessions have helped, but generally the delivery of services have been to smaller groups with a more focused target or provision. Youth work is being tied into employment outcomes; Welsh Government recognise this even with the strain on the youth services. The Learning and Skills Act 2000 was developed in order to legislate the effectiveness of youth work within the law, this has worked along side the National Youth Work Strategy for Wales 2014-2018, but this was said to be linked more to schools than youth work organisations. Ensuring youth work is recognised with developing policies is a key area the Welsh Government has identified as an area of improvement within the youth work sector of the government, Welsh Government (2024
Many Youth work practitioners note their own experiences of the supervision process are varied with each establishment putting on a different perspective of the process within each setting according to Marken and Payne (1987). This can be due to the lack of knowledge and experience of the supervisor, the supervisee may feel un -supported in supervision sessions without the supervisor fully knowing due to not having the correct training to be able to deliver effective supervision sessions. Training supervisors is the responsibility of each organization or company, however, the importance of supervision varied within different companies, some companies seeing it as a waste of already restricted resources. 
Kadushin 1976 cited in Harrison and Wise 2005 note three key areas of supervision and support that are known as managerial, these focus on the practice and standards, also the responsibilities shared between people giving them opportunity to review the work being done reflecting back to the national occupational standers of youth works ethos and policies. Goals, strategy and standards are mirrored in practice and measured against organisational policies. Ethical standards of the company are defined and given to the supervisor to work within whilst completing supervision sessions. A set of guidelines are also given to ensure the support given is appropriate and works within the ethical standards of practice.
Kadushin 1992 addresses the development of practice linked to the identification of skills and attitudes directly tailored to each individual. Using developing attitudes to support practice and promote strengths brought to the role with positive re-enforcement ensuring the supervisees are feeling supported, heard and understood. This is backed up by a high consideration that the supervision process is an effective way of enforcing good practice within the workforce. 
Supervisees who are aware they are not alone when facing difficulties at work is a key element of Hawkins and Shohet (1989) supervision process, giving space to offload stress from work and being able to give advice is a clear path of the model framework of good supervision. Having an environment that a supervisee feels safe within can bring confidence to begin to form a trusting relationship with the supervisor, once established this can lead to personal feelings being expressed, this can form a strong bond within the process and the offload can often bring a more productive worker, this then can possibly identify future outsourced support for individuals if needed. This is an equilateral triangle but is not always applicable during supervision. 
 Harrison & Wise (2005) consider four different perspectives when looking at an effective supervision process with positive outcomes. Changing angles to be able to gain a fresh insight, being able to consider a different perspective, standing back and looking at the supervision session from a different angle can give a secondary thought process of any information shared. Thus developing a vision formed of a goal shared between the supervisee and supervisor that has potential to create a partnership breaking down any barriers. Being able to gain a new perspective can also be as simple as stepping back and reflecting on the supervision sessions and thinking how impactful it was and what goals could be achieved in future with firm support. One of the main features of the four different perspectives is the ability to let go of situations that you have no control over, it is positive to understand the benefit of being able to do that. 
Education Workforce Council. (2019) state there are five key elements to the supervision process, the five key elements to a successful supervision as a supervisor cover all aspects in order to gain an understanding and provide a professional session. Having a high level of personal and professional responsibility is required in order to create a healthy supervision environment. Professional integrity is need in order to create a strong and healthy boundary to ensure each party feels confident they are going to achieve what they need of out supervision sessions. Being able to collaborate and work together is a key element in the information sharing process in order to aid a healthy relationship. Being able to feel confident in your own understanding and professional knowledge as a supervisor will give the supervisee confidence they are in safe hands. Being able to learn as a professional is also key, being able to expand knowledge to provide a more tailored approach to individuals during supervision is key to breaking down any potential barriers and aid the comfortability of the sharing process needed in order to provide support to the supervisee during supervision sessions. 
Rogers & Farson (1987) would disagree stating there are three main components of supervision that need to be considered, whilst communication is being actively shared there are two main components that need to be considered. What content is shared with what feelings and the attitudes of the underlying message, this can be reflected upon with appropriate responses to feeling and active listening is encouraged to understand the content being shared. Looking for deeper expressions of communication such as body language, eye contact, the speed and value of the speech of a supervisee can be indicators of the level of trust established. 
Making efforts to show the communication that has been expressed and the information shared has been acknowledged through non-formal practices such as positive body language and agreement of the knowledge with constructed criticism to reflect on all emotions is a key element of the supervision process according to Miller and Rollnick (2012).
Offering feedback as a supervisor is one of the key aspects of the supervision process, Hawkins & Shohet (2006) offer five styles of preferred reviewed and reflective supervision to guide the feedback ion appositive way. Prescriptive, directly giving advice and instruction. Informative, giving direction to information that may help answer questions asked up pose to answering them. Confrontative, giving feedback in a way to challenge the thought process of the supervisee in order to encourage them to reflect on their own thought process. Cathartic, asking questions in order to allow the supervisee to be more open and honest. Catalytic, encourage personal development of action-focused problem-solving skills.  
Being open to managerial feedback is the job of the supervisor, allowing the supervisee to feel comfortable is made up of many factors. Felling seen, heard and valued during supervision is a key element of supervision. Being able to relax in sessions knowing you are being understood, feeling the freedom of being able to express yourself with no right or wrong answers is stated by Proctor (1988). 
‘As long as your values and goals are right, then all will be well’. Mangers were not always established within the youth work practice as it was mainly made up of volunteers. However, after 1918 a small number of local authorities were offered funding for their youth services, how did management mange youth workers? Supervision Ord, j (2012).  
The Youth Work Strategy in Wales outlines the challenges including financial for a sustainable delivery of youthwork in Wales. Funding availability was outlined as one of the main contributing factors of challenge by the stakeholders in this sector. Within the three main sectors stakeholders have been stretched to do more with less in the last 10 years budget. Recent changes to funding within youthwork have seen a challenge of providing supervision sessions across the board, focusing on more targeted provision. This has been seen across Europe with youthwork been linked directly to employment outcomes so the stakeholders introduced the Learning and Skills Act 2000 in order to provide structured guidance to workplace support systems that have been severely under-funded GOV.WALES (2023). 

The well being of the staff within each organization can vary, the Organizational support theory looked at the effects of established relationships between employees and employers. Noticing that when the organization had good working conditions and human resource practices the working environment had a successful magnitude of relations with colleagues and employees within the working environment, A meta-analytic evaluation of Organizational Support Theory (1997).
Northouse (2010) critically submits that Leadership is a process whereby an individual influences a group of individuals to achieve a common goal’. However, the social, environmental factors impact this. Leadership is grown from a balance of these factors including addressing issues that can dominate the equilibrium of the working environment. 
The abuse of the supervision process is a contributing factor to the breaking of boundaries within an organization with harmful consequences that outline the negative organizational level of abuse. This experience can give the supervision process within certain organizations a taint, for further process of supervision the organization would need to invest in stronger policy to protect future employees against potential abusive experiences within the process, Babu, N (2023). 
Welsh Government (2021) States the youth work organisational sector within Wales has no real picture of the scope of the provision delivered within Wales, the reporting requirements are vast and varied so statutory youth work provision reporting needs to be across all local authorities given to each youth work organisation to be able to gain an insight into the vast provisions given and delivered by third sector and voluntary organisations Welsh Government 2021. 

APPENDIX
Supervision contract
Agreement

This contract was drawn up on 05/12/2023.
Between Supervisee Kimberly Davies.
And supervisor Amy Evans.
A copy of this contract will be held by both the supervisor and supervisee.
This contract is for the purposes for 4 single hours of sessions only. 

Frequency/length

Supervision sessions will be held weekly/bi-weekly.
These sessions are to last an hour each.
Both colleagues are held responsible for re-arranging missed meetings via email.

Confidentiality 

The supervise and supervisor are to inform each other of anything that should be kept confidential and adhere to this. 
All work will be completely anonymous. 
All records of supervision sessions will be kept strictly confidential.

Supervisee rights

To challenge any guidance given in a constructive way. 
To have any development needs met by supervisor.
To set the agenda and have any feedback given in a constructive, critical way. 
To ask any questions they deem necessary and contribute to solutions.

Supervisee responsibilities 

To prepare for supervision sessions.
To maintain the agree times/dates to fulfil timing constraints. 
To problem solve any training/development needs should they arise.
To accept feedback positively. 
To complete actions before next supervision.

Supervisor rights

To negotiate the workload with the supervisee.
To highlight areas of improvement for the supervisee.
To question supervisee on work related strengths/weakness.
To question supervisee on their workload.
To be able to give constructive feedback.


Supervisor responsibilities 

To discuss any boundaries and set them in place.
To complete actions in order to prepare for supervision scheduled.
To encourage good practice whilst supervising.
To encourage supervisee to give reflective accounts of the last session.
To allow comfort between both parties in order to have a clear effective working relationship.
To consider supervisees working relationships and explore these with full confidentiality.
To complete actions before the next session.


Signed by supervisor: AEvans		Date: 05/12/2023
Signed by supervisee: KDavies			Date: 06/12/2023


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