Kadushin 1992 model of supervision. Achieving effective supervision 2023-01-06
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The Kadushin (1992) model of supervision is a framework for understanding the supervisory relationship between a supervisor and a supervisee. It is based on the idea that supervision is a complex process that involves multiple roles, functions, and tasks, and that these roles, functions, and tasks change and evolve over time.
According to Kadushin, the primary role of the supervisor is to facilitate the development of the supervisee. This involves providing support, guidance, and feedback to the supervisee as they learn and grow in their professional role. The supervisor also serves as a role model, demonstrating professional behaviors and attitudes that the supervisee can emulate.
In addition to facilitating the development of the supervisee, the supervisor also plays a number of other important roles. These include acting as a consultant, providing assistance and support to the supervisee as they work through complex problems and challenges; acting as a teacher, imparting knowledge and skills to the supervisee; and acting as a mentor, offering guidance and support as the supervisee navigates their professional development.
The Kadushin (1992) model also identifies several key functions of supervision. These include assessment, which involves evaluating the supervisee's progress and identifying areas for improvement; consultation, which involves providing support and guidance to the supervisee as they work through complex problems and challenges; and evaluation, which involves assessing the effectiveness of the supervision process and making adjustments as needed.
In addition to these roles and functions, Kadushin also identifies a number of tasks that are typically a part of the supervisory process. These tasks include setting goals and objectives for the supervisee, providing feedback and guidance, and facilitating communication and collaboration between the supervisor and supervisee.
Overall, the Kadushin (1992) model of supervision provides a useful framework for understanding the complex process of supervision. It highlights the importance of the supervisor in facilitating the development of the supervisee, as well as the various roles, functions, and tasks that are a part of the supervisory process. By understanding and applying this model, supervisors and supervisees can work together effectively to achieve their goals and support the professional growth and development of the supervisee.
Excellence in Supervision and Management: The Kadushin Model
Contrasts between managerial and consultant supervision, for example, inevitably focus on the managerial element. Sign in using a personal account Some societies use Oxford Academic personal accounts to provide access to their members. Similarly, those labelled as student workers may well be experiencing frustration and boredom toward their clients! Hawkins and Shohet 2012 caution that ideally group supervision should come about as a positive choice, rather than a forced compromise, and Wonnacott 2012 argues that group supervision should supplement, but never replace individual supervision. Student or trainee supervision can be contrasted with practitioner supervision. He goes back to earlier commentators such as John Dawson 1926 who stated the functions of supervision in the following terms: Administrative — the promotion and maintenance of good standards of work, co-ordination of practice with policies of administration, the assurance of an efficient and smooth-running office; Educational — the educational development of each individual worker on the staff in a manner calculated to evoke her fully to realize her possibilities of usefulness; and Supportive— the maintenance of harmonious working relationships, the cultivation of esprit de corps. According to Schön 1983, p83 , many practitioners, 'have become too skilful at techniques of selective inattention, junk categories, and situational control. A psycho-dynamic supervisor would interpret the material being presented and use an awareness of the relationship dynamics between himself and the counsellor in supervision as a means of supervising.
Sign in through your institution Choose this option to get remote access when outside your institution. Writing in a social care context, the Care Council for Wales 2012 , in a more organisationally focused approach, defines supervision as: an accountable, two-way process, which supports, motivates and enables the development of good practice for individual social care workers. However, where they do so there is always the danger that expectations in one setting the instructional may be carried across into another supervision. The various issues discussed here have particular implications for what areas legitimately may be discussed within supervision; what supervisors themselves may put on the agenda, and so on. Building on Kolb's learning cycle, Davys and Beddoe's 2010 approach follows the: event - exploration - experimentation - event sequence.
Experimentation Once a decision or understanding has been reached, it is then important that this is tested to establish whether it is possible or realistic. It is easy to fall into the trap of viewing changes in the individual supervisee as the central goal of the process. I guess that it is in this area that the real danger of slippage into a counselling framework appears. Thus, in certain situations supervisors may be in a position to effectively impose their requirements on supervisees for example, around the way in which someone records. Kadushin is primarily concerned with organizational or managerial supervision. As a result, this improves the quality of service provided by the organisation. The same applies to supervisors undertaking their work to meet the requirements of professional training programmes.
Supervision in Social Work. By Alfred Kadushin. New York: Columbia University Press, 1976. 486 pp. $15.00
This is because supervisees have to articulate what happened — and what they were thinking and feeling. Keeping a tight focus clarifies the real issues without the narrative swamping reflection with detail. He goes back earlier commentators such as John Dawson 1926 who stated the functions of supervision in the following terms: Administrative- the promotion and maintenance of good standards of work, coordination of practice with policies of administration, the assurance of an efficient and smooth-running office. There will be times when what may be identified as being in the interest of the client seriously affects the rights and lives of others. Morrison 2006, p32 defines supervision as: A process by which one worker is given responsibility by the organisation to work with another worker s in order to meet certain organisational, professional and personal objectives. As managers we may well express a concern for the well being of those we are responsible for; we may also attend to gaining clarity around the tasks to be achieved and how they are to be undertaken. In these early forms — and especially in the work of the Charity Organization Society in the USA and UK — the present functions and approaches of supervision were signalled.
The primary goal is to improve morale and job satisfaction Kadushin 1992: 20. It involved the recruitment, organization and oversight of a large number of volunteers and, later, paid workers. This discussion of the dynamics of the supervisory relationship leads into a discussion of the skills involved in supervision. Finally, recording of practice shifts from being a mechanistic, 'tick-box' exercise, to building a picture of the person and towards supporting a clear plan for achieving the desired outcomes. This process can work in both directions. In administrative supervision the primary problem is concerned with the correct, effective and appropriate implementation of agency policies and procedures.
In a similar fashion we have to reflect on our actions as supervisors. It has found a consistent echo in the social work field, and in the English language literature of supervision. Legitimate peripheral participation, Cambridge: Cambridge University Press. This authentication occurs automatically, and it is not possible to sign out of an IP authenticated account. Some writers, such as Page and Wosket 1994: 2 , claim that there are many differences between the focus in supervision of students or trainees, and that of established practitioners. However, where our primary concern is no longer the work, but the well-being of the supervisee, this is a different situation. The supervisor uses the Kadushin Model to identify and analyze a problem, formulate a solution to the problem, communicate his or her solution to the supervisee and evaluate or act on the solution.
Responsibilities to clients, other professionals and the community This last discussion highlights something fundamental about supervision. We may well explore particular incidents and situations and seeing how they could be handled in different ways. Brandon and colleagues 2008 stress the importance of effective and accessible supervision. Morrison 2005 contends that if the cycle is short-circuited in any way there is a danger of getting stuck in unhelpful traps, for example, the 'navel-gazing theorist' who never risks putting their theories to the test or 'paralysis by analysis' where learning is limited by the fear of getting it wrong. By incorporating support into the model we are at least able to frame the concern for the person of the supervisee within the larger concern for the service to the client. Its development has, arguably, owed much to the emergence of psychoanalysis and counselling.
Sometimes this is reduced to the difference between administrative and educational supervision. Supervisors use the model to help their supervisees improve their performance. When these are denied or subverted in some way then the performance becomes problematic. Fourth, there is the question of how tied this model is to managerial supervision. At the same time their involvement within the training programme highlights their responsibility to the community of practice or profession. We make the main focus the person of the supervisee rather than the work.
