Supervising Others

Supervising Others

Identify attributes of leadership styles and approaches that facilitate quality supervision.

Supervision is a leadership position that requires one to have skills to handle the junior staff (Kadushin et al., 2009). The best leadership styles for a supervisor include democratic and delegative approaches. In a participative (democratic) approach, the supervisor needs to engage the junior employees in performing their duties. This way, the juniors feel as part and parcel of the leadership as their views are incorporated. The participative approach is critical in building teamwork at the workplace. On the other hand, supervision may also need the delegative (Laissez-Faire) approach of leadership. In this regard, the supervisor needs to let the junior employees perform their duties freely. However, they must be answerable and accountable for whatever they do. The laissez-faire approach is critical as it builds confidence among the junior employees as they perform their duties.

Evaluate the supervisory and leadership skills demonstrated in the Petrakis case study by identifying which supervisory and leadership skills the supervisor demonstrated.

Various supervisory and leadership skills have been demonstrated in the case study. The supervisor is clear in her communication to her junior (Cindy). The supervisor emphasizes the need for Cindy to remain steadfast in performing her duties. She warns her against taking matters in her hand that are beyond her jurisdiction. The supervisor shows great leadership skills by correcting Cindy for the mess that has been created and, at the same time, looks for the solution to remedy the mess caused. She indicates that she needs support from Cindy as she looks for the remedy (Laureate Education (Producer), 2014d). The emphasis on teamwork is critical for any leader.

Explain whether the supervisor in the video demonstrated quality supervision and why. Provide specific examples to support your evaluation.

The supervisor in the video has demonstrated impeccable supervision skills. First, she does not create a fuss about the mistake made by her junior. Second, she does not throw Cindy under the bus for her mistakes as the client had decided to follow the advice of Cindy without coercion. The client had an opportunity not to follow the advice given (Laureate Education (Producer), 2014d). The supervisor shares the blame for the mistake made and teams up with Cindy to look for a solution. She was also professional in telling Cindy of her mistakes and what she was supposed to do without scolding her (National Association of Social Workers and Association of Social Work Boards, 2013).

References

Kadushin, G., Berger, C., Gilbert, C., & de St. Aubin, M. (2009). Models and methods in hospital social work supervision. Clinical Supervisor, 28(2), 180–199.

Laureate Education (Producer). (2014d). Sessions: Petrakis (Episode 4 of 42) [Video file]. Retrieved from https://class.waldenu.edu

National Association of Social Workers and Association of Social Work Boards. (2013). Best practice standards in social work supervision. Retrieved from https://www.socialworkers.org/LinkClick.aspx?fileticket=GBrLbl4BuwI%3D&portalid=0

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