8Capability Frameworks for New Supervisors
Capability is a state of mind, and competency is the ability of the mind.
Whilst it is not the intent of this book to prescribe a detailed capability framework for you to follow as a new supervisor, this chapter is useful to reflect on and discuss with your own supervisor to understand the range of skills, knowledge and attributes that are important to have in your supervisory practice as you develop. As you gain experience, having a capability framework to refer to is useful as it reminds you what skills, knowledge and attributes are crucial for effective supervision.
Many supervisors feel nervous when thinking about the range of skills needed to be a supervisor, but if you have some clear indicators of what key skills and capabilities are required in your role, it provides you with a benchmark to work towards and feel confident with how you are developing in the role. It is rewarding to know that you are continuing to grow your knowledge, develop skills, hone those skills and practice them in all of the supervision meetings you undertake. Many workplaces and disciplines have a capability framework that guides supervisors in their role, and it becomes part of their continuing professional development on an annual basis (Harrison & Healy, 2016; Johnson & Stewart, 2008).
The aim of any capability framework is to
Understand the specific set of skills, body of knowledge and attributes that a professional supervisor needs to have to support effective supervision
Undertake a self-assessment of where you think your skills, knowledge and attributes are at any one time, so you can continue to develop as a new supervisor
Practice the necessary skills and attributes regularly in supervision
Measure continued growth and development in the role
Consider what training is needed to support your ongoing development
Be consistently aware and conscious of how you are using your skills, knowledge and attributes in supervision to support effective supervisee growth and development
Tables 8.1 through 8.3 help us review the range of skills, attributes and knowledge that supervisors need to provide effective supervision.
Planning |
Reflection |
Coaching |
Mentoring |
|---|---|---|---|
Analysis |
Ability to hold a professional relationship |
Listens accurately |
Synthesises |
Inspires |
Forecasts |
Attunes information |
Uses relevant question types |
Leads |
Negotiates |
Positively challenges with respect |
Reality tests |
Assesses |
Evaluates |
Logical |
Creative |
Engaging |
Organised |
Planned |
Flexible |
Collaborates |
Leads |
Manages |
Educates |
Ethical Frameworks |
Decision Making Process |
Transfer of Learning Process |
|---|---|---|
Adult learning principles |
Understands context |
Role and layers of reflection |
Range of theories and approaches |
Understand the process of attuning |
Human behaviour |
Neuroscience |
Developmental stages |
Systems and organisational business systems |
Methodologies |
Understands process |
Connections to self and others’ beliefs, values and world view |
Resilient |
Reflective |
Emotional and Social Awareness |
Integrity |
|---|---|---|---|
Ethical |
Relational |
Personable |
Transparent |
Genuine |
Authentic |
Credible |
Aware |
Insightful |
Understanding |
Calm |
Passionate |
Vulnerable |
Open |
Does not judge |
Encouraging |
As you consider the skills, attributes and knowledge that supervisors require, choose just a few to focus on as you commence in your new role. You might like to then discuss these in your own supervision and also explore with your supervisees as it relates to their role as a professional.
These are the three skills I would like to focus on as I commence in the supervisory role.
These are the three attributes that I would like to focus on as I commence in the supervisory role.
These are the three knowledge areas that I would like to focus on as I commence in the supervisory role.
Consider the key criteria below and where you would evaluate yourself as a professional supervisor currently and where you would like to be in the future. As a new supervisor, it is important to be working towards mastering the foundational capabilities that new supervisors require to provide effective supervision.
You could then develop a professional development plan with your professional supervisor to continue to evaluate your skills, knowledge and attributes in the role annually for a couple of years, then every two to three years from there. If you have an internal supervisor, it can also be useful to have an external supervisor who can mentor and support you through the early stages of your supervisory career and in time bench mark your level of capability against the following areas.
Table 8.4 sets out the capability areas and then the foundational skills and attributes that you can seek to attain as a new professional supervisor. Some of these skills and attributes may seem a little difficult to reach right now; however, as you gain confidence and experience, this framework is a great reference point to see how you progress over time. The framework does not provide a detailed or comprehensive overview of all the skills and attributes that supervisors need. It is a brief reference point to maintain insight and be conscious of what is important to consider.
Capability Description |
Foundational Capability Details |
|---|---|
Training |
The supervisor has attended reputable training and commenced implementing information, materials, resources and tools from the training into the role. The supervisor has adequate understanding from the training curriculum about the technical skills, knowledge and competencies required to provide effective supervision. The supervisor is easily able to transfer information and learning from the training into the supervisory role. |
Engagement in Supervision |
The supervisor is engaged in their own professional supervision. The supervisor contributes to supervision in a positive and proactive manner, is prepared and organised for supervision meetings. The supervisee is satisfied with the quality and effectiveness of professional supervision being provided. |
Supervision Process and Framework |
The supervisor has a clear supervision framework in place and uses this consistently with supervisees. The supervisor has a working supervision model in place that supports the supervisory process. Supervision documents have been put in place for supervision to be effective. An effective agenda is set for each meeting. A supervision file has been set up for each supervisee with relevant documents included. The supervisor is clear about the relevant practice standards and code of ethics and has mapped these to relevant supervision documents. The supervisor engages the intake process to understand the needs of supervisees. |
Knowledge of the Supervisee’s Work Area |
The supervisor holds knowledge of the supervisee’s area of work including:
|
Ethical and Industrial |
The supervisor understands the ethical and industrial contexts in which to provide supervision. The supervisor understands the legislative platform in which the supervisee operates. The supervisor is aware of relevant codes of conduct relevant to the supervisee’s profession, the work environment and their discipline. The supervisor understands the boundaries of privacy and confidentiality. The supervisor adheres to relevant recording and reporting mechanisms. The supervisor is aware of the process in relation to informed consent and duty of care. The supervisor understands the boundaries of the professional relationship, gender, power, inequality and awareness that exists in the supervisor/supervisee relationship. The supervisor is clear on any registration requirements the supervisee may have. The supervisor has clear feedback mechanisms for resolving conflicts that may arise. The supervisor can accurately assess a supervisee’s ethical conduct. Can accurately assess a supervisee’s ethical conduct. |
Evaluation |
Has a clear evaluation framework to measure the effectiveness of supervision. The evaluation framework is integrated to the supervision model and other relevant processes. The evaluation framework is clear and concise – includes direct and/or indirect observation of the supervisory practice by another professional and has clear reporting processes. |
Attributes |
Engages a positive and proactive developmental approach in supervision. Can support the supervisee in a reflective manner. Is genuine, approachable, warm, focused and supportive. Honest, transparent, ethical and authentic. Builds and maintains an effective professional relationship. Can positively challenge the supervisee to support developmental growth. Has clear and open communication style. Is able to demonstrate a supportive supervisory style. |
Role/Responsibility |
Upholds relevant legislation, polices, regulations, standards and guidelines. Consults with appropriate body or other professional when ethical issues arise. Provides regular and developmental feedback to the supervisee. Provides a range of learning opportunities conducive to the supervisee’s learning style and personality type. Manages conflicting situations with professionalism and support. Deals with any resistance, avoidance and reluctance effectively. Understands how to set up the supervisory process and relevant documentation. |
Chapter 8 Summary
Having foundational skills and capabilities as a new supervisor takes time. If you have the opportunity to attend training, this will give you confidence and support as you commence in the role. Remember to be yourself and have the confidence to start the process. Be informed by reading articles and books on supervision, and you feel confident before you know it. You already have a set of skills and knowledge from your current and previous roles, and remember that the many transferable skills that you have gathered over time will now be present in your new supervisory role.
Key things to consider in Chapter 8 about capability frameworks and supervision.