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Supervision models
Does anyone have any advice or guidance on how to supervise junior staff. I have just started a new band 6 post and will be supervising a band 4 and band 5 staff. I have mentored students but never a staff member so any advice will be great
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@gavin.hamilton1983 just being a messenger, with a few replies others have given, via the Hub's social media post about it...
[Facebook group, 'Occupational Therapy Community']:
Lauren: "Use an appraisal tool and record noted developments and reflections. It's as much about prep of supervisee as supervisor to listen and provide a positive environment."
Gabrielle: "I recommend getting training as a clinical supervisor. It is a specific skillset. I use 2 supervision models which I am trained in - the TAPES Model and the 7 Eyed Model. Both are great frameworks. Set supervision goals and make sure to differentiate between line management and supervision as a reflective practice for practice growth."
Amy: "Depends if it's clinical supervision or not. You can be a clinical supervisor and someone else does the rest of the supervision. Have a good structure with an agenda before, what you talked about, goals and actions. The supervisee should be doing a big chunk of the work. You can tie your goals to their JDR."
Mary: "The HCPC website has loads of info on supervision approaches and models."
[LinkedIn page of The Occupational Therapy Hub]:
Jane: "Whatever model you choose, always start with" how are you?" and not just re work but be interested in what other stuff is going on in their world. Encourage supervisees to see it as their time to ask anything. Ask them to maybe bring a case study they have been finding challenging. Use a coaching model to help them think through options. Can also be a live session where you joint work with them or observe them and feed back for their CPD."
Joanna: "As a recent graduate and entry-level OT practitioner, I wonder how mid-level practitioners can apply these principles in a natural but intentional way, particularly when faced with time constraints and competing priorities. The above graphic is useful as an exercise in perspective-taking from both parties - very helpful in relationship building and problem solving, but lacking in practical application outside of a structured fieldwork placement model. Open to suggestions and ideas - we are better clinicians when we can learn from each other."