a handbook for supervising allied health professionals - HETI - NSW ...

Knowing your supervisee’s competence level
In the learning cycle described by Peyton (1998), staff move through four stages
in the acquisition of particular competencies, from unconsciously incompetent to
unconsciously competent.
Unconsciously incompetent:
Consciously incompetent:
The staff member does not know
The staff member knows that
what they do not know.
they do not know.
Danger at this stage:
Danger at this stage:
An inadequately supervised staff
Staff members may avoid situations
member may unwittingly do harm.
that test their incompetence.
Response:
Response:
Supervise closely (hands-on),
Supervise closely (hands-on),
and address the knowledge gaps
and encourage the staff member
of the staff member.
to overcome their inexperience.
Unconsciously competent: Consciously competent:
The staff member can perform
The staff member can, with thought,
the task competently with
perform the task competently.
practised ease.
Danger at this stage:
Response:
Atypical circumstances or pressure
The staff member no longer
may cause the staff member to fail
needs supervision in this task.
despite previous success.
Get them involved in teaching
Response:
it to others.
Supervise with hands off, provide praise,
recognition, opportunities to practise.
Active supervision
SECOND EDITION
Active supervision occurs when the supervisor is sufficiently engaged and vigilant
to support staff when they need help, whether or not a request for help is made.
Active supervision acknowledges that some staff, or all staff in some situations, are
“unconsciously incompetent” — that is, they do not know what they do not know, and will
not always recognise situations that are beyond their current abilities where patient safety
may be at risk. Active supervision requires the supervisor to continually seek clues or
evidence that direct patient care or more support from the supervisor is required.
HETI
THE SUPERGUIDE
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