What drives benign supervision?
Continuing the theme of my supervision quality model, this blog covers benign supervision.
Many varied factors can drive benign supervision.
Benign supervision can be driven by a limited understanding of what supervision is and the evidence base that sits behind quality supervisory practice. This can render supervisors and supervisees unclear of how to prepare and utilise supervision.
Supervision can be benign if supervisors or supervisees see it akin to student supervision, being more about evaluation, monitoring or bringing supervisees up to a minimum competency standard.
If the supervisor and supervisee do not form a positive, trusting, learning alliance, one or both can end up avoiding supervision.
If supervision is solely driven by problem-solving, the supervisee will feel there is no need for supervision when they no longer have problems, and they will dis-engage from it.
When supervisees and supervisors are not trained in supervision, they can be more comfortable having an informal chat, as they don’t know how to develop learning goals or dive into the reflective learning process
As we reflect on the different levels of supervision, what is happening in your workplace?
What do you think the experiences are for supervisees in your workplace?
If you'd like to make time for a virtual chat to discuss what value I can bring to your workplace, please don't hesitate to reach out.
Next Steps in Supervision
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