Standards for private organizations

2020 Edition

Training and Supervision (TS) 3: Supervision

Supervision supports personnel development, retention, and improved outcomes.
2020 Edition

Currently viewing: TRAINING AND SUPERVISION (TS)

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Purpose

The organization supports personnel and promotes personnel competence, satisfaction, and retention by providing initial and ongoing training; a variety of personnel development opportunities; and regular, supportive supervision.
1
The organization's practices fully meet the standard as indicated by full implementation of the practices outlined in the TS 3 Practice standards.
2
Practices are basically sound but there is room for improvement as noted in the ratings for the TS 3 Practice standards.
3
Practice requires significant improvement as noted in the ratings for the TS 3 Practice standard.
4
Implementation of the standard is minimal or there is no evidence of implementation at all.
Self-Study EvidenceOn-Site EvidenceOn-Site Activities
  • Written supervision framework
  • HR policies and procedures regarding staff supervision
  • Documentation of supervision or supervision logs
  • Sample job descriptions of supervisors from each program or service (i.e. front line, managers, department directors)
  • Interview:
    1. HR Director
    2. Supervisors
    3. Personnel at all levels

Fundamental Practice

TS 3.01

The organization has a supervision framework that:
  1. identifies the job responsibilities, skill set, and other behaviors required of supervisors, including their administrative, educational, and supportive functions;
  2. sets supervisor-supervisee ratios;
  3. establishes expectations for the frequency and format of supervision;
  4. establishes expectations for the frequency and format of ongoing performance review; and
  5. establishes resources and supports for supervisors.
Examples: Examples of resources and supports for supervisors include, but are not limited to:
  1. employment assistance programs;
  2. mentoring and coaching;
  3. offering lateral transfers to less stressful assignments; and
  4. ensuring coverage so supervisors can take advantage of trainings or other professional development opportunities.
1
The organization's practices reflect full implementation of the standard.
2
Practices are basically sound but there is room for improvement; e.g.,
  • the supervision framework is comprehensive but some aspects of the framework need clarifying.
3
Practice requires significant improvement; e.g.,
  • Two elements are not fully addressed; or
  • One of the elements is not addressed at all.
4
Implementation of the standard is minimal or there is no evidence of implementation at all.

TS 3.02

Supervisors have sufficient time to:
  1. provide regularly scheduled supervision and conduct evaluation and training activities as outlined in the organization’s supervision framework; and
  2. offer flexible support in response to crisis situations or urgent needs.

Interpretation

Supervisors should maintain an administrative file with up-to-date documentation of each supervisory session, including the date and duration of each session as well as a brief outline or summary of what was discussed.
1
The organization's practices reflect full implementation of the standard.
2
Practices are basically sound but there is room for improvement; e.g.,
  • With a few exceptions the supervisors have sufficient time to conduct supervision and there are only occasional gaps in regular supervision; or
  • Time allocated to evaluation and/or training could be improved.
3
Practice requires significant improvement; e.g.,
  • Supervisors are frequently unable to provide supervision due to time constraints; or
  • Do not have time to participate in evaluation or training activities; or
  • Documentation of supervision is poorly maintained.
4
Implementation of the standard is minimal or there is no evidence of implementation at all.

TS 3.03

Supervisors’ administrative, educational, and supportive functions include:
  1. delegating and overseeing work assignments;
  2. ensuring that service delivery is performed according to the organization's mission, policies and procedures, and applicable law and regulation;
  3. promoting knowledge acquisition and skill development through various professional development opportunities;
  4. assisting personnel in transferring the skills and knowledge obtained in the classroom to their work in the field; and
  5. implementing policies and procedures designed to prevent, recognize, and respond to work-related stress.
Examples: In regard to element (d), ways to support knowledge transference can include, but are not limited to:
  1. working with personnel to identify the most appropriate trainings for their position;
  2. clarifying the purpose and relevance of the training before it is delivered;
  3. following up with personnel to establish a plan for incorporating acquired skills and knowledge into their work, including setting performance goals and methods for tracking progress when appropriate;
  4. modeling appropriate practice and/or establishing mentorships with more experienced colleagues; and
  5. observing practice in the field accompanied by constructive feedback.
In regard to element (e), activities or practices that are designed to prevent, recognize and respond to work-related stress can include, but are not limited to:
  1. training supervisors and workers on the potential impacts of work-related stress and prevention strategies;
  2. reflective supervision;
  3. peer support;
  4. encouraging flex time arrangements;
  5. informal and formal assessment tools;
  6. managing work assignments to avoid heavy caseloads of traumatized individuals; and
  7. providing access to employee assistance programs.
1
The organization's practices reflect full implementation of the standard.
2
Practices are basically sound but there is room for improvement.
3
Practice requires significant improvement; e.g.,
  • A significant number of supervisors do not meet the requirements of the standard.
4
Implementation of the standard is minimal or there is no evidence of implementation at all.

TS 3.04

Supervisors provide additional support to personnel when they are:
  1. new;
  2. developing competencies, including personnel who have not yet obtained professional licensure or certification;
  3. experiencing challenging or traumatic circumstances with the individuals and families they work with; or
  4. experiencing higher caseloads.

Interpretation

The suicide attempt or death of a service recipient can be a traumatic experience for staff. To help staff process the loss of a service recipient to suicide, voluntary non-judgmental support services should be made available to help the affected staff and other personnel grieve and prepare for future contact with individuals at risk for suicide.
Examples: Examples of additional support that might be needed by personnel include, but are not limited to:
  1. more frequent supervision;
  2. additional training opportunities;
  3. shadowing; and
  4. voluntary crisis response services.
1
The organization's practices reflect full implementation of the standard.
2
Practices are basically sound but there is room for improvement; e.g.,
  • Staff report that with a few exceptions supervisors provide additional support as required by the standard.
3
Practice requires significant improvement; e.g.,
  • Staff report that supervisors do not consistently provide additional support.
4
Implementation of the standard is minimal or there is no evidence of implementation at all.