Supervisory Practices in Child Welfare
Module 1: Self Management
Instructor’s Guide
Activity 2: Transition from Worker to Supervisor
Purpose: To identify the challenges of transitioning from a worker to a supervisor position.
The activity also focuses on the attributes of a “good” supervisor and methods for establishing
appropriate boundaries.
Time: 90 min
Objectives: Through this activity, the supervisor will:
 Identify how the role of a supervisor is different from a worker
 Identify barriers and opportunities for success as a supervisor
 Review workers, supervisors, and administrators expectations
Materials: (change below as needed)
 Participant Workbook
 Flip chart and markers
 Projector
 PowerPoint file
Sequence: (of topics/exercises)
Time
Why did you become a supervisor?
Transitioning skills and behaviors
How do you think you are viewed
Group exercise – supervisor role models
Review of slides 4-11
Four levels of Learning
10 minutes
10 minutes
10 minutes
30 minutes
20 minutes
10 minutes
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Module 1 Activity 2
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Supervisory Practices in Child Welfare
Module 1: Self Management
Method
Instructor’s Guide
Script
Tips/Notes
Why did you become a supervisor? (10 minutes)
Welcome Participants back from break. Remind
them to be on time when returning from breaks
and lunch to stay on schedule.
Say:
Ask:
Ask:
“To get us started, we’re going to look at some
of the challenges and strategies of moving from
worker to supervisor
Why did you want to become a supervisor?
(Gather reasons from the class. Chart
responses and tape to the wall for future
reference)
Expected answers:
 Strong attraction to managerial position
 Lack of preferable alternatives
 Feeling burned out as a case worker
 Move up the ladder
 Like to coach and develop others
 Think I could do it better
 Money




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Majority have
neither great
incentive or
disincentive to
take the job
Knowing what you know about supervision,
what makes you qualified to be a supervisor?

Key Points
“What was I
thinking?”
Any “oh no!”
moments
Some understanding of being a
supervisor is gained as a consequence of
being a supervisee
Research has shown that supervisors site
good role models as a source of learning
their job. Still, most supervisors do not
feel adequately prepared for the job.
The skills of managing are different from
the skills of doing.
Casework training may be helpful in
managing the interpersonal aspects of
supervision, but…
Transitioning requires shifting to a
different mindset and set of skills for
organizing, coordinating, directing,
assigning, etc.
Module 1 Activity 2
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Supervisory Practices in Child Welfare
Module 1: Self Management
Instructor’s Guide
Transitioning skills and behaviors (10 minutes)
Transitioning…
Moving from worker to supervisor means…
Slide #`1
Ask:
Losing a competent worker to
gain an incompetent supervisor
What tools will you draw on to be successful?
Transitioning…
Experience
Slide #`2
Say:
Do/Ask:
Say:
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Credibility
Transitioning requires adapting existing:
•knowledge
•skills
•behaviors
Transitioning is a challenge. Just because
someone is a good student, will that make her a
good teacher? Does a good caseworker make
a good supervisor? What are some of the
differences?
Draw a “T” on the flipchart.
 Write “tasks/skills/behaviors” at the top
 On one side of the T, write “Worker.”
 On the other side, write “Supervisor.”
Chart…What are the differences between
workers and supervisors?
Worker: youth care skills
Supervisor: organizing, coordinating, decision
making (mgmt / supervisory skills)
 The qualities of a good worker are
sometimes the opposite of a good supervisor
 The skills of managing are different from the
skills of doing.
As a supervisor, you have entered a new
occupation, not just a new position. It comes
with its own set of job expectations,
specifications, and precedents. It will come with
a period of personal and professional growth, as
well as other ups, downs, and changes.
Module 1 Activity 2
If appropriate,
refer to reasons for
becoming a
supervisor. Identify
skills needed.
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Supervisory Practices in Child Welfare
Module 1: Self Management
Instructor’s Guide
Shift in responsibilities:
FROM:
TO:








Slide #3
Diagnosis of the client
problem
Helping clients
Treatment of clients
Caseload
Passenger
Individual justice
Active participant
Indirect leadership

Diagnosis of the employee
problem
Helping workers
Administrator /teacher
Caseloads
Driver
Group justice
Passive facilitator

Directing of workers






Becoming a supervisor means going from the
top of your game, to starting all over again.
How do you think you are viewed? (10 minutes)
Ask:
Say:
Ask:
Say:
Say:
Which shifts stand out as the easiest/most
difficult in your experience so far as a
supervisor? Why?
 The transition from worker to supervisor is
filled with many challenges. One of those is
working with what used to be peers, but are
now direct reports.
Draw T on flip.
One side…Peers,
other side…Other
supervisors.

As a supervisor, how do you think you are
viewed by your peers? (Chart answers)
“One of them”
congratulated,
crazy, guarded

How do you think you are viewed by other
supervisors?
New kid on the
block,
inexperienced,
untested
Is this what you signed up for? Probably not. Are
you feeling inadequate, confused, overworked?
Workers who become supervisors for the first time
often react similarly. They may vow never to do
what their supervisors did or, alternatively, seek to
emulate previous supervisors.
The fallacy of either premise is that the new
supervisor has immediately forgotten one of the first
lessons of casework—each person is an
individual with unique needs and qualities.
Hence, each worker requires a somewhat different
supervisory approach. There are numerous issues
that new supervisors may face. Some are common
to all, and others are related to how supervisors
move into their position.
As a new supervisor, it is critical to get to know your
workers. Successful workers develop trust and
relationships with clients…do the same with your
workers…and do it with respect.
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Module 1 Activity 2
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Supervisory Practices in Child Welfare
Module 1: Self Management
Instructor’s Guide
Group exercise – Supervisor Role Models (30 minutes)
 Who were your supervisor role models?
(Objective: Identify the best and worst behaviors of
previous supervisors, who participants see as role
models)
 Tell about the best supervisor you ever had?
 What did they do well? What helpful behaviors
did they use?
Who were your poorest supervisors? What nonhelpful behaviors did they use? What didn’t they do
well?
Instructor can use
these questions for
class discussion.
Break the class in
to small groups
and ask them to
chart answers and
present answers.
After posting, look
for common
themes among the
groups.
Emphasize the
best and worst
behaviors
Review slides 4-11 (25 minutes)
Right from the start, there a number of positive
aspects to your new position that you can use.
Role Transition…Positive Aspects
Slide #4

You have been using the skills!






Relationship, respect, empathy, listening, coaching
You have direct knowledge of the individual
caseworkers
You have some idea of how the unit is viewed
within the agency and the community
You’ve (probably) thought about how to handle
certain situations
You’ve (probably) thought about what should stay
and what should change
You know the practices and policies
Remind learners to
use the skill that
made them
successful as
workers…
assessment
organizational
Technical
What made them
do well in the past
can be useful for
the future.
Common Issues Affecting
the Transition



Slide #5
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
Being caught in
the middle
between workers
and the agency
Age and work
experience
Discomfort with
getting results
through others
Current climate
and culture of the
unit




High visibility
Working with
other supervisors
Working test
period
Power and
authority
Module 1 Activity 2
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Supervisory Practices in Child Welfare
Module 1: Self Management
Instructor’s Guide
When moving from a peer to a supervisory
relationship, new supervisors must be:
Key Points




Clear about how they expect the relationships to
remain the same and how they will change
Clear about what is needed from the unit
Clear about what they are prepared to offer in
return.
Most new supervisors do not take the time to
work through such transition issues. Rather,
they attempt to carry out the supervisory role
while maintaining previous patterns of peer
interaction.
Maintaining a peer relationship with workers will
inevitably lead to role conflict. The staff expects
leadership in the supervisory role, not just another
person to "share the load." Failure to exercise
leadership creates insecurity among the staff.
Being Caught in the Middle

The job is to handle complaints, resolve
grievances, impose discipline

Balance job demands with human
demands…


Slide #6
Agency demands of supervisors:
 …high quality work, being a team player,
follow policy and reporting requirements
From workers, supervisors demand:
 …compliance, information, communication
When workers are promoted to supervisors, they
become part of management.
Key Points
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New and even experienced supervisors may overalign themselves with their workers. The possible
consequences of this include producing poor quality
work, the administration viewing the supervisor as
not being a team player, or a loss of confidence in
the new supervisor.
Module 1 Activity 2
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Supervisory Practices in Child Welfare
Module 1: Self Management
Instructor’s Guide
Do this early on
after being
promoted
Identify the Needs of Management




Slide #7


Learn or clarify your manager’s
expectations
Identify important information the
manager needs on a regular basis
Establish a structure for the meeting
Know the manager’s assessment of your
unit strengths and needs
Specify and clarify immediate initiatives
Identify sources of managerial support
When you become a new supervisor, it is critical to
understand the needs of your manager. Identify and
clarify expectations.
Key Points
Bring those back to your team, so everyone is clear
about what needs to happen, what information you
need, and everybody’s role in contributing.
Age and Work Experience

REQUIRES:






Slide #8
Acknowledgment of the differences
Respect for the experience
Interest in his or her point of view
Active utilization of their know-how
Recognition of a “generation gap” or “cultural
lag”
Inexperienced supervisor + Inexperienced
supervisees = ???
When gaps in age or work experience exist, it is
best to acknowledge the differences with staff.
Encourage staff to express feelings and
thoughts about being supervised by a manager
who is younger or less experienced.
Say:
What are the challenges when both supervisor
and staff are inexperienced?
Ask:
o Higher risk for children and families
o Extra time needed for both supervisor
and worker
Tips for Creating Mutual Respect




Value and communicate acceptance of each staff
person as an individual
Focus on the strengths the caseworker brings to the
job
Do not impose personal thoughts and values
Communicate with each caseworker on a truly
personal and individual basis
Slide #9
One of the first, critical steps for a new supervisor is
to conduct an accurate initial assessment of
individual and unit functioning, strengths, and
needs.
Key Points


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In certain ways, this is similar to a casework
assessment with children and families.
In this instance, assessment means
determining what workers need in the
Module 1 Activity 2
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Supervisory Practices in Child Welfare
Module 1: Self Management


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Participant’s Guide


Instructor’s Guide
supervisory relationship to be able to do their
job. Some workers require more feedback
than others, while some need more
information.
If the supervisor believes the individual
"should" need these things, it is of secondary
importance. Meeting these needs is the key
to influencing worker behavior, and
influencing worker behavior is the key to
effective supervision.
In addition, workers who have not had their
professional needs met will require
consistent and persistent attention before
patterns of behavior and feelings change.
One of the ways to assess your workers, is
identify their level of competency
Review next page with class.
Have class complete the page.
NOTE TO INSTRUCTORS: SEE CHART AND
ASSOCIATED NOTES ON THE FOLLOWING
PAGES
Hand out- Level of Worker Competency Sheets
The assessment process also considers the
reaction of individual staff to a new supervisor.
Workers naturally feel vulnerable when a new
supervisor enters the unit. The predictable pattern
of interaction with the previous supervisor, no
matter how ineffective, is being replaced.
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Module 1 Activity 2
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Supervisory Practices in Child Welfare
Module 1: Self Management
Instructor’s Guide
Instructor should relate material to both the new worker and supervisor in addition to their own
experience.
Whether promoted or newly hired, people need to learn many new and different things. Putting
those “things” in to practice takes time, and the role of the supervisor changes over time.
Exercise:
Have each group review the following scenarios and decide what level of learning the person
is in?
1. Darien is an employee with three years experience and was transferred in to your unit. He
seems like a very capable, intelligent worker who is current on information and attends to
details. His learning style is very task-oriented and very analytical. You have noticed that he
does not come to you to ask a lot of questions and seems to want to work on his own. When
you interact with him, he is pleasant and eager to work. Darien told you in confidence he is not
sure if he wants to be a supervisor. You have noticed he enjoys the computer work and being in
the office. So far, he is always up to date on his contacts and administrative case management
activities. He is interested in engaging children and families and is developing creative skills in
case planning. (Skilled)
2. Staff person Wanda has been in DYFS for 11 years. Wanda is thoughtful, logical and a
natural leader. Even though she is relatively new to your unit, you have noticed other workers
already go to her for advice and guidance. Wanda is a helpful problem solver who has a lot of
knowledge about abuse and neglect issues. Her strengths are about New Jersey regulations,
policies and practices. Wanda is good at working with families. They seem to listen to her and
carry out their case plan activities in a positive way. Her paperwork is on time and complete.
Wanda comes to you to conference cases when she has questions. She makes the job look
easy (Competent)
3. Supervisor Anne was promoted to an intake supervisor after passing the exam six months
ago. Joan, a worker with two years experience came to talk with her about a new case and
some alternatives for handling the situation.
Anne immediately started to make decisions in an authoritarian manner. She started to bark
orders and yell at Joan to complete several tasks without providing reasons or directions. After
a minute of listening, Joan did not agree with Anne’s decisions, and started to yell back. The
two of them had a heated discussion. (Novice)
4. Supervisor Joe has been in his role for less than two years. When his workers come to him,
Joe works hard at listening, asking questions, taking notes, and helping workers decide on
which direction to take. He feels this is something he can improve upon. He is well respected
by his workers, and other supervisors in the office. The biggest complaint about Joe is that he
schedules conferences, and fails to keep appointments. To tackle that, Joe asked each of his
workers to hold him accountable for failed appointments. Three missed conferences and he
buys everyone in the unit lunch. (Beginner)
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Module 1 Activity 2
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Supervisory Practices in Child Welfare
Module 1: Self Management
Instructor’s Guide
Instructor can
read through
points and
elaborate as
needed
The “Good” Supervisor

Establishes full and reciprocal
communication

Provides pyschological safety
(accepting, warm,
empathetic, respectful,
supportive, flexible)

Projects attitude of
confidence and trust leading
to autonomy and discretion

Problem solver based on
consensus and cooperation

Values consultativeleadership rather than
subordinate-superior

Comfortable with, and
implements authority and
power (fairness and
accountability)



Provides structured
procedures and constructive
feedback
Displays technical and
interpersonal competence

Balances need for stability
with need to change
Integrates agency and
workers needs

Communicates effectively up
and down

Represents workers and
agency effectively
Slide #10
Depending on
time, have
participants rank
as most critical
to success
Instructor can read
through points and
elaborate as
needed
The “Good” Supervisor…cont’d
Slide #11



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Unobtrusive in supervision
(but people know)

Actively prepares for
conferences and group
meetings – content/people

Ready, willing, able to share
experiences/teach

Tolerant of constructive
criticism

Behaviors demonstrate
positive approach to work and
the values of the profession

Ready, willing and able to
offer praise for good work,
and equally comfortable in
confronting inadequate work

Culturally sensitive in helping
the supervisee to understand
clients in their situations

Nonsexist and nonracist in
orientation
The picture of the good supervisor based on the
research is primarily from findings regarding
supervisees. It is the one most supervisees
prefer, find satisfactory, respond to positively
and like and trust.
Good supervisors are accessible, available and
able. They are fair, consistent in discipline, have
good human relation skills and organizationalmanagerial skills.
It is important to note to participants that for a
supervisor to be collaborative, the supervisee
must be someone he can collaborate with.

By modeling collaborative behaviors,
collaborative supervisors will tend to have
collaborative supervisees.

Coercive behavior of supervisors can come from
challenging or resisting supervisees
Key Points
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Physically available and
psychologically approachable
Depending on
time, have
participants rank
as most critical to
success

Key Points

Module 1 Activity 2
Page 10 of 10