Effective Use of Supervision
Prepared By: Ms. Chan Ki
(Fieldwork Supervisor)
What is Learning ?
What Do You Think About the
Purpose of Supervision ?
Learning is the process…
• Transformation of experience through
reflection
• improve practice through reflection
• Learn from the experience and develop
knowledge to guide future practice
(Tsang , 1998)
Supervision is a Forum to
Facilitate Learning Through
Reflection
• The main vehicle for learning is reflection
• Reflection may not always come easily
• Supervision aims to facilitate student’s
reflection so as to deepen their
understanding on the practice experience
(The multiplicity of practice scenario)
Allyson Mary Davys & Liz Beddoe, 2009
The Reflective Learning Model
(Allyson Mary Davys & Liz Beddoe, 2009)
•
Supervision is driven from the experience of
learner (The supervisee) rather than from
the wisdom and knowledge of the
supervisor
The students play the active role in their
fieldwork learning
What is reflection ?
Reflection refers to
• ‘A conscious bring to the surface of
different forms of knowledge while
attending to the thoughts and emotion
present in the student both in situation and
after the experience’
Allyson Mary Davys & Liz Beddoe, 2009
The Reflective Learning Model
Allyson Mary Davys & Liz Beddoe, 2009)
What’s in the reflection
•
•
•
•
•
•
•
How the issue has impacted on him/her
What meaning this event /experience has in terms of
current or previous experience
How does he or she feel about the issue
How have these feeling be addressed ,accommodated,
expressed?
How have the feeling affect the practice in hand?
What ideas, thoughts, judgments or opinions had
about the situation?
Are there any pattern to this ideas , thoughts or feeling?
The Reflective Learning Model
(Allyson Mary Davys & Liz Beddoe, 2009)
The developmental stages of supervision
Beginning Stage : Preparation for
supervision:
• Setting of agenda: student’s ownership of
his work and the supervision process
• to explore the supervision issue: What
does the student want from the
supervision session?
The Reflective Learning Model
(Allyson Mary Davys & Liz Beddoe, 2009)
The exploration Stage:
• The retelling of the story/experience
• Re-experience the situation
It enable the supervisor to
• hear the story from the student’s perspectives
• hear where the student emphasis
• know where the student omits
The Reflective Learning Model
(Allyson Mary Davys & Liz Beddoe, 2009)
Implications Stage: feedback, reassurance
and affirmation
• Reflection on thoughts, and feeling may
raise question of a more conceptual nature
and theory
• Reach some decision and understanding
about the issue being discussed
• Plan for further intervention, solutions
The Reflective Learning Model
(Allyson Mary Davys & Liz Beddoe, 2009)
Experimentation Stage
• Integrate the insight into practice or awareness
• Move forward with the issue/experience
Evaluation Stage
• What has the student learned from the reflection
and the teaching in the supervision session?
• What are the new questions? How they been
addressed?
What We Learn From the
Reflective Learning Model
• Reflection is the important part of learning in
fieldwork practice
• Your practice experience is the most valuable
context for your reflection in your fieldwork
learning
• You own the responsibilities in your fieldwork
learning through reflection on the practice
experience
• Supervision can facilitate your reflection as well
as enhancing your learning and development
What Can You Do to
Maximize Your Reflection and
Learning Through
Supervision ?
YOU Must
Make good use of your practice experience as
the context for discussion and co-reflection
with your supervisor
• Let your supervisor know the details of your
practice experience
• write up the paper work with details description,
analysis and reflection
-Your supervisor could prepare well for supervision
-The discussion and reflection in supervision will
be more fruitful
You Must
•
Set your supervision agenda, so your
supervisor know what’s your concern
and what /where to start the supervision
and discussion
-The supervision time can be used efficiently
You Must
Build up trust with your supervisor
• Openly disclose your experience (both positive
and negative) in supervision. The meaningful
reflection could be started from the negative
experience (e.g. frustration, mistake, failure )
• Mistake in practice could be a good opportunity
for learning and reflection
Conflictual Situation ?
Ask yourself:
•
What ?
•
Why ?
•
How ?
Take action to change the situation as fast as
possible !
Conflict will hinder your progress of learning !
You Must
• Prepare yourself to get involved in
discussion and reflection in the
supervision.
• Practice more so you can gain more
concrete experience for reflection and
learning
You are the one to decide
what you want to learn and
how you can learn from your
fieldwork practice !
Thank You!
Reference
• Davys, A. & Beddoe, L. (2009) “The reflective Learning
Model: Supervision of social work Students” Social
Work Education, Vol. 28 No.8 pp919-933
• Tang, N.M. (1998) “Re-examining reflection – a
common issue of professional concern in social work,
teacher and nursing education” Journal of
Interprofessional Care 12:1, 21-31
• Kolb. D. (1984) Experiential Learning as the Sources of
Learning and Development, Prentice Hall, New Jersey.