1. Bell Work
List three characteristics that you think make up an ideal supervisor and an ideal intern.

2. Chapter 4: Using Supervision
By: The Missing Links
(James Dela Cruz, Sophia Geisinger, and Querlaine Blas)

3. Agenda Bell Work Norms SLO’s First Presentation (Querlaine)
Second Presentation (James)
Third Presentation (Sophia)
Feedback (Querlaine)
Final Activity

4. Norms
Be respectful.
Listen attentively.
Participate.
Enjoy!

5. SLO’s
Explain the supervisory relationship and why it is important throughout the career of a human service professional.
Identify characteristics of an ideal supervisor.
Identify characteristics of an ideal human service intern.
Describe how to maintain an effective supervisory relationship through proper preparation, planning, and discussion.
Describe the factors that affect how feedback is given and received.

6. Understanding the Supervisory Relationship
A supervisor can be thought of in many ways: a teacher, an enabler, a supportive mentor, a broker and advocate.
Your supervisor becomes your primary and most immediate source of support while you are on the job.
Working effectively with supervisors is a central element in growth and development of human service professionals throughout their careers.

7. Supervisor Characteristics
Effective supervisors are:
Knowledgeable
Supportive
Skillful in giving feedback
Willing to address difficult issues as they arise
Teach important information and skills
Model high standards of professionalism and expertise
Maintain appropriate boundaries

8. Supervisor Characteristics
Barriers:
Time availability
Overly critical or unavailable
Age
Personal styles and personalities
Whatever the challenges, communication, patience, and flexibility are fundamental to ultimately building a satisfactory relationship.
When you begin fieldwork… have a plan of upcoming events… supervisor will notify me if they will be gone or if an emergency comes up then they will let another staff know when I will be coming in.

9. Student Characteristics
Imagine you’re a field instructor supervising a human service intern. These are the following questions you should want to keep in mind.
What characteristics would you like to see in the student you are supervising?
How would you like the student to relate to you?
What specific traits and behaviors would you be concerned about if you saw them in your student?
In what ways do you imagine that you would be accountable to others in regard to your students performance?

10. Student Characteristics
Does your supervisor have all the power and control and you have none as an intern????

11. Student Characteristics
That’s not always the case, as an student intern you have a powerful role to play in shaping the supervisory relationship.
The qualities you bring will shape that relationship and could be either good or bad.
Although supervisors have the knowledge and expertise to provide a learning opportunity. The supervisee must be cooperative and open to what the supervisor has to offer.

12. Student Characteristics
Certain characteristics are commonly considered to be desirable in students. Ideal Intern:
Reliable and honest
Having a strong work ethic
Open to feedback and instruction
Eager to learn
Inquisitive and energetic
Knowledgeable on at least a basic level
(Continue)

13. Students Characteristics
Ideal Intern:
(Continue)
Realistic about his or her own skills and knowledge
Willing to take risk in order to gain new skills and knowledge
Appropriately assertive, taking responsibility for his or her own learning and demonstrating initiative
A good listener, observer, and communicator

14. Student Characteristics
Best way to find out about the field supervisor’s expectations is to discuss the topic directly.
A positive relationship with your field supervisor, though beneficial, is a means to an end and not an end in itself.
A good working relationship is necessary, but its not enough, condition for change and growth to occur.
Throughout the internship this supervisory relationship will grow.

15. Working within the Supervisory Relationship
The process of the supervision requires work on the part of the student and the supervisor.
Interaction between yourself and your supervisor may happen in numerous ways.
One example of interaction is observing each others work.

16. Working within the Supervisory Relationship
Supervision is a Planned Contact
You and your field supervisor should schedule a routine one on one meeting time.
Your one on one meeting time should usually be about an hour, but this may vary depending on your supervisor and/or the nature of the work.
Planned contact helps guarantee that supervision timed is a priority and not just something to do when there is spare time.
One benefit of planned contact is that it helps both you and the supervisor prepare for supervision.

17. Working within the Supervisory Relationship
Supervision is prepared for
Supervision time is very valuable and sometimes difficult to arrange, so it’s best to use the time well.
When preparing for your supervisory session, you should reflect on work you have been doing, issues or concerns you may be having, or meeting and interactions that you have observed. You may not be able to focus on everything you’ve been doing, so prioritize it to what is most important to you.

18. Working within the Supervisory Relationship
Supervision is prepared for (cont’d)
It is also a good idea to plan your agenda on what your supervisor may have planned for you and what he/or she may have to say.

19. Working within the Supervisory Relationship
Supervision involves discussing professional issues
During your supervisory session, a twofold purpose is served:
The quality of your work is being monitored and enhanced.
Your knowledge, skills, attitudes, values, and behaviors as a developing professional are being encouraged, developed, shaped, and reinforced.

20. Working within the Supervisory Relationship
Supervision involves discussing professional issues (cont’d)
Professional issues discussed may include:
Your work with clients
Your work on projects
Your work and interactions with colleagues
Your understanding of your responsibilities to the agency
Your professional values and ethics
Your personal reactions, feelings, attitudes, and biases related to your work
The supervisory relationship itself

21. Working within the Supervisory Relationship
Supervision includes planning
There are numerous points of departure for discussion in supervision, but all lead to that one question, “What are the implications of this discussion for improving my future work and professional development?”
You and your supervisor will look at different options for now to proceed with your work, select an appropriate plan, and discuss its implementation.
Your supervisor can help you develop reasonable plans for gaining the knowledge and skills you may need in future work.

22. Supervision Generates Feedback
Internal issues that affect how a person receives feedback:
Self-perception
Internalizing feedback requires time and reflection on the part of the receiver
Feedback is easier to receive if the receiver trusts the source of the feedback.

23. Supervision Generates Feedback
Effective feedback should be:
Direct and specific, describing specific behaviors or actions.
Offered calmly and respectfully.
Timely- delivered soon after the experience.
Balanced, recognizing both strengths and weaknesses.
Offered not forced.
Helpful in generating ideas for alternative ways of doing things.

24. Supervision Generates Feedback
Supervisory relationships work best when both can give one another feedback.
Remember that it is important to evaluate your contribution to the success of the supervisory relationship.
Students must develop an assertiveness to voice out their concerns.

25. Final Activity
Role Play