Building a Model and Framework for Child Welfare Supervision

• Develop an internal process to identify practitioners who are potentially a “good fit” for the
supervisory role. Using the organization’s current supervisory practice model, promote only
individuals who display beginning competence in supervisory skills, excellent performance in
their current positions, high motivation to undertake the demands of the position, and
commitment to continue to develop in the role through supervision and mentoring.
• Provide a program of preparation for supervisors new to the
position and ongoing education and support to continuing
and experienced supervisors. Such a program includes clear
communication of supervisory responsibilities, duties,
We often hire from within, but
just because someone is a good
worker doesn’t mean she will
procedure and protocol to new supervisors and ongoing be a good supervisor. The
training; regularly scheduled, frequent supervision; access to
criteria for promotion to
mentors; and accessibility to structured, facilitated, regularly
supervisor don’t necessarily fit
scheduled peer learning and support groups, such as
facilitated learning labs and peer group case review and with what is needed in the role.
problem solving.
In addition, the agency is now
• Provide opportunities and resources for supervisors to
develop knowledge and skills in advanced and/or specialized
areas that support their professional goals, including
completion of the MSW degree.
promoting people to
supervisory positions after they
have been with the agency only
two years. There is a lack of
• Give first consideration to experienced supervisors who are experience and training. The
interested in a lateral transfer when child welfare supervisory system is currently
positions open within the agency.
dysfunctional—we’ve got the
• Develop a training curriculum for mid-level managers. Such
training provides a second level of management training and
addresses identified performance gaps (Preston 2004).
tools, but we need to use them.
– Administrator
Kadushin and Harkness note that, “Some training in supervision is, of course, absorbed as a
consequence of being a supervisee” (2002:282). However, organizations must acknowledge that the
successful transition from practitioner to supervisor, while building on a practitioner’s knowledge
and skills, requires additional skills. This transition also results in changes in self-perception, degree
of responsibility, pressures associated with accountability, peer relationships, and orientation and
perspective (Kadushin & Harness, pp. 280-291). Therefore, access to pre-service and initial inservice
training, mentors, and peer groups are critical prior to and during the transition.
Identify Career Ladders with Frontline Workers and Supervisors. The organization should
promote into supervisory positions only those individuals who meet the criteria described above of
supervisory competence, consistent performance, high motivation, and willing to undertake the
responsibilities and challenges in the supervisory role. When frontline practitioners who appear to
be a “good fit” for a supervisory position are
identified, they should be consulted regarding Preparing for supervision is a great obstacle to
their career goals and plans. When a
people becoming effective in the position. Very little
practitioner is interested in promotion to a
preparation occurs for the role transition. We need
supervisory position, a plan to prepare the staff
member for promotion should be implemented
a more systematic approach instead of taking
in a timely way. “Timely” may mean planning frontline staff and dropping them in supervisory
for additional time in the current position to roles. – Administrator
develop further experience and expertise.
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