S u p e r v i s i o n P r o c e s s - T h e R o l e o f t h e S u p e r v i s o r
Besides two-way communication and effective team-work between the AHP and AHA, ongoing supervision of the AHA by the AHP is integral to successful delegation. However, for the AHP to be able to effectively supervise the AHA, they need to
have a good awareness of the knowledge, abilities and personal strengths and weaknesses the AHA may possess as well as set appropriate expectations, monitor implementation of delegated tasks and provide a suitable level of support.
The Framework prefers the term monitoring performance over supervising performance stating that “the term supervision focusses attention on the role the AHP has in managing the AHA, and overshadows the importance of the delegation relationship” (The Workforce, 2012. p.27).
have a good awareness of the knowledge, abilities and personal strengths and weaknesses the AHA may possess as well as set appropriate expectations, monitor implementation of delegated tasks and provide a suitable level of support.
The Framework prefers the term monitoring performance over supervising performance stating that “the term supervision focusses attention on the role the AHP has in managing the AHA, and overshadows the importance of the delegation relationship” (The Workforce, 2012. p.27).
In general, supervision can be described as the AHP overseeing or watching over an activity or task being done by an AHA and ensuring that it is performed correctly. The AHP or supervisor will, by watching, ask questions, provide guidance, and/or take actions, all in consultation with the AHA concerned. Monitoring can be described as the continuous review of task implementation to identify and solve problems that may arise along the way so that activities are being implemented correctly, effectively and safely, and improve performance along the way. The Framework (The Workforce, 2012. p.27) states that monitoring AHA’s performance of delegated activities allows AHPs to:
Ensure the AHA is competent to undertake that activity·
Ensure the activity is being completed appropriately and is compliant with instructions ·
Modify the activity and/or instruction as required ·
Determine where the AHA may need further support or development ·
Ensure the outcomes of the activity are appropriate
A good monitoring process of any delegated task, including frequency and mode, will be determined by several factors such as: ·
# The type of the delegated task or duty, including the possible level of risk to either the patient, AHA/AHP or other people involved ·
# The complexity of the patient condition, including possible impact on the patient’s condition form implementing the delegated task and their acceptance of being delegated to the AHA ·
# The setting/environment of the health organisation ·
# The knowledge, skills and ability of the AHA
Ensure the AHA is competent to undertake that activity·
Ensure the activity is being completed appropriately and is compliant with instructions ·
Modify the activity and/or instruction as required ·
Determine where the AHA may need further support or development ·
Ensure the outcomes of the activity are appropriate
A good monitoring process of any delegated task, including frequency and mode, will be determined by several factors such as: ·
# The type of the delegated task or duty, including the possible level of risk to either the patient, AHA/AHP or other people involved ·
# The complexity of the patient condition, including possible impact on the patient’s condition form implementing the delegated task and their acceptance of being delegated to the AHA ·
# The setting/environment of the health organisation ·
# The knowledge, skills and ability of the AHA
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The Framework (The Workforce, 2012) describes two monitoring strategies that can be used: Direct monitoring – including: Observation of activity performance Clinical supervision, in a face-to-face mode or via teleconference Verbal or written feedback from the AHP Indirect and remote monitoring – including: Tracking of activity performance Monitoring of patient progress Review of notes and records· Review of logbooks, diary and timetables Measurement of outcomes using assessment tools Table 5.2indicates the frequency and type of monitoring associated with complexity of task and nature of delegation |
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Both supervision and Monitoring is normally done by the AHP; however, “under the overarching auspice and clinical oversight of an AHP” (The Workforce, 2012. p.30), Grade 3 AHAs with the appropriate experience and skill can supervise clinical activities being implements by Grade 1 and 2 AHAs and those in training, or take “full responsibility for supervising non-clinical and administrative activities of Grade 1 and 2 AHAs and those in training”
Characteristics of Effective Supervisors
The following are common qualities of effective supervisors: ·
# They know their job as they possess thorough knowledge and are clinically skilled and experienced. ·
# They make things happen by drawing upon both internal and external resources available to resolve problems and achieve goals. ·
# They are committed and take personal responsibility for carrying out the organization’s vision, goals, and tasks. ·
# They possess or acquire good communication skills being able to give clear instructions, explain the rationale for a task, oversee task execution, and present complex ideas in simple terms. ·
# They are respectful, polite and courteous and treat everyone as worthy of respect and humane treatment, and they relate well to the AHAs they supervise ·
# They train AHAs to perform their duties professionally, gain more experience and help them develop their full potential. ·
# They are a role model providing direct guidance on clinical work, linking theory to practice, and providing clear feedback to the AHA
Characteristics of Effective Supervisors
The following are common qualities of effective supervisors: ·
# They know their job as they possess thorough knowledge and are clinically skilled and experienced. ·
# They make things happen by drawing upon both internal and external resources available to resolve problems and achieve goals. ·
# They are committed and take personal responsibility for carrying out the organization’s vision, goals, and tasks. ·
# They possess or acquire good communication skills being able to give clear instructions, explain the rationale for a task, oversee task execution, and present complex ideas in simple terms. ·
# They are respectful, polite and courteous and treat everyone as worthy of respect and humane treatment, and they relate well to the AHAs they supervise ·
# They train AHAs to perform their duties professionally, gain more experience and help them develop their full potential. ·
# They are a role model providing direct guidance on clinical work, linking theory to practice, and providing clear feedback to the AHA
Providing Feedback to the AHA
Providing and receiving feedback is an integral part of developing productive workplace relations between an AHP and AHA. Feedback can be a powerful motivator as it can encourage goal achievement, shape behaviour, and help to continually improve performance.
Key Feedback Principles
· # It has to be provided regularly, ongoing, and cover both good performance and areas of performance to improve. ·
# For greater impact it needs to be done feedback needs to be provided in a timely manner, as soon as possible after an event ·
# Feedback needs to be specific, non-judging, with clear communication ·
# Feedback should be provided privately, unrushed and without interruption ·
# Acknowledge the positive aspects and focus on what can be improved. ·
# Make it a habit to give positive feedback regularly.
Types of Extrinsic Feedback
Positive or Motivational Feedback – which is often an affirmation and used to support and reinforce good performance, how it is linked to expected outcomes or behaviours and to motivate the AHA. Positive feedback is essential for new AHAs to motivate them to continue with the developing process.
Negative Feedback – Received when a task is executed incorrectly in order to prevent the error in performance being repeated.
Developmental Feedback - Applied when the performance was not in line with the expected goals or when a particular part of the performance needs to be improved. When used in a positive way it can assist in improving future performance.
Constructive Feedback – Given to encourage the development of the AHA toward the intended goal
Immediate, Concurrent or Continuous Feedback – Provided during the performance. New AHAs or AHAs learning a new skill need to receive feedback without delay
Delayed or Terminal Feedback – Provided at the completion of the task
Providing and receiving feedback is an integral part of developing productive workplace relations between an AHP and AHA. Feedback can be a powerful motivator as it can encourage goal achievement, shape behaviour, and help to continually improve performance.
Key Feedback Principles
· # It has to be provided regularly, ongoing, and cover both good performance and areas of performance to improve. ·
# For greater impact it needs to be done feedback needs to be provided in a timely manner, as soon as possible after an event ·
# Feedback needs to be specific, non-judging, with clear communication ·
# Feedback should be provided privately, unrushed and without interruption ·
# Acknowledge the positive aspects and focus on what can be improved. ·
# Make it a habit to give positive feedback regularly.
Types of Extrinsic Feedback
Positive or Motivational Feedback – which is often an affirmation and used to support and reinforce good performance, how it is linked to expected outcomes or behaviours and to motivate the AHA. Positive feedback is essential for new AHAs to motivate them to continue with the developing process.
Negative Feedback – Received when a task is executed incorrectly in order to prevent the error in performance being repeated.
Developmental Feedback - Applied when the performance was not in line with the expected goals or when a particular part of the performance needs to be improved. When used in a positive way it can assist in improving future performance.
Constructive Feedback – Given to encourage the development of the AHA toward the intended goal
Immediate, Concurrent or Continuous Feedback – Provided during the performance. New AHAs or AHAs learning a new skill need to receive feedback without delay
Delayed or Terminal Feedback – Provided at the completion of the task
