2. Learning objective
At the end of the class, students will be able
to explain about Supervision.
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3. Content
Definition .
Nature of supervision.
Purpose of supervision.
Importance of supervision.
Objectives of supervision.
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4. Principles of supervision.
Styles of supervision.
Method of supervision.
Factors of effective supervision.
Qualities of good supervisor.
References
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5. The word supervision is derived from two Latin
words, “super” means above and “vision”
means seeing.
Provided by a senior member of a profession to
a junior member or members of that same
profession.
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6. Definition
According to Terry,
The supervision is observing the subordinates
at work to ensure that they are working
according to plans and policies of the
organization and to help them in solving the
problems.
Supervision is the process of interaction
between followers and the leader for the
purpose of improving performance through
shared decision-making.
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7. Supervision is a process by which workers are
helped by a designated staff member
o to learn according to their needs,
o to make the best use of their knowledge and skills
and
o to improve their abilities so that they do their jobs
more actively and with increasing satisfaction to
themselves and the organization.
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8. Nursing Supervision
According to Perrodin CM,
Nursing supervision is a service devised to
improve patient care by promoting, stimulating,
and fostering of personnel growth and welfare. It
is primarily concerned with the personnel. It is
also concerned with the physical facilities and
equipment and ease and difficulty of workmanship
of personnel.
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9. Supervisor
A supervisor is a person who is primarily in-
charge of a section and its employees, and is
responsible for both the quantity and quality
of production: for the efficient performance
of the men and material (equipment), and the
employees in his charge: their efficiency,
training and morale (Chhabra, 1997)
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10. Nature of Supervision
Supervision is getting the job done through
others.
Supervision is a continuous process.
It helps and guides people to give their best
performance.
It is an interactive process between the
supervisor and supervisee.
It must include personal trust, respect and
confidence between employees and supervisors.
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11. Purpose of supervision
The main purpose of supervision is to assist
the subordinate to achieve the common
organizational goal efficiently by improving
their performance through some form of
organizational improvement.
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12. Importance of Supervision
It helps to put plans into action towards the
accomplishment of organizational goals. The
success of an organization depends upon effective
supervision.
To ensure an effective coordination between
efforts of different subordinates.
To guarantees the proper functioning of the
work units.
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13. To raises the morale and confidence,
stimulates better cooperation and
coordination, and increases the productivity of
the employees.
To ensures the continuity of work operation
and work performance.
To ensure the utilization of resources in the
best interest of the organization.
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14. Objectives of Supervision
To assess the performance of subordinates with
the purpose of
Finding out how far they are meeting the set
standards.
Inspiring or motivating them through rewards
for their good performance.
Improving their performance through the
guidance, coaching, and training as needed.
To help subordinates work efficiently by
developing their skills.
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15. To help subordinates develop critical thinking
needed for solving the problem.
To help the subordinates to develop their
potentialities to the fullest through counseling,
guidance, coaching, and training.
To help subordinates develop team spirit by
bringing coordination among them.
To help build up a sense of self-confidence
among subordinates.
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16. Principles of Supervision
The supervision should be well planned
beforehand.
Participatory approach should be used
throughout the planning of supervision by
involving employees as much as possible.
The lines of communication should be open
and clear.
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17. The effects of informal communication
should not be ignored and rather should be
used for the benefit of supervision.
The personal and social needs of employees
must not be overlooked.
Supervision should be used for counseling the
employees, if and when needed.
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18. A sense of mutual trust and respect among
people must be developed to help create a warm
and stimulating climate within the
organization.
In order to facilitate supervision, collegial
relationships should exist between the
supervisor and the followers, and the supervisor
and his/her superiors.
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19. Supervision should focus in continuous
growth and development of individual
employee.
The span of supervision should be reasonable
to make it physically possible for supervisor to
do his job honestly.
Supervisors must possess the leadership skills
in order for him/her to give guidance needed
by the followers.
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20. In order to feel adequate for supervision,
supervisors must be knowledgeable about the
subjects of their field and must possess the
technical and human skills.
Supervisors must be delegated adequate
authority for giving them needed power and
status to carry out their supervisory
responsibilities effectively.
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21. Supervisors should not be given non-
supervisory responsibilities at the cost of
his/her supervisory functions.
Supervisors must have tolerance for the
mistakes and be open to constructive
criticism.
There should be continuity in supervision.
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22. The preset tools for assessment of the
performance should be standardized,
objective and practical.
Supervision should rather help people to
improve their work-performance through
coaching and guidance than just to find fault in
people.
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23. Supervision should be just and fair.
In order to motivate people to give their best
performance, they should be given the due
positive rewards timely, but supervisor should use
the “equity theory” in giving rewards.
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24. Styles of supervision
Gatfield’s Paradigm of Supervisory styles consists
of four styles of supervision. They are
Pastoral
Contractual
Directorial
Laissez Faire
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26. Methods of Supervision
The different methods of supervision in nursing
are:
Direct Supervision: It is based on the spot, which
in mostly used in hospitals,
Indirect Supervision: It is based on perusal of
reports and records maintained by staff,
individual conferences or talks, staff meeting and
performance during training session; patient’s,
physician’s and patient’s relatives opinion.
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27. Factors of Effective Supervision
Human relations skill
Technical and managerial knowledge
Leadership Position
Improved upward relations
Relief from non-supervisory duties
General and lose supervision
Value of Supervision
Control System
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28. Human relation skill
concerned with instructing, guiding and
inspiring human beings towards greater
performances.
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29. Technical and managerial knowledge
Without the technical knowledge about the work,
whether such work relates to patient care, disease
conditions or technical skills, no supervision can
become thorough and satisfactory.
Besides the technical knowledge, the supervisor
must have managerial vision to comprehend
company policies and practices in their correct
setting.
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30. Leadership Position
The position and status that supervisor
holds influence how well he/she is able to
influence people’s thinking and ways of doing,
the status of a supervisor must be increased by
delegating him/her the authority needed to
carry out supervisory functions effectively.
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31. Improved upward relations
Top management must pay adequate attention
and thought on supervisory jobs to ensure a
good quality of supervision. Problems of
supervision usually arise from omissions,
mistakes and negligence on the part of superior
mangers.
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32. Relief from non-supervisory duties
To make the supervisory duties purposeful, the
supervisors are to be relieved of many routine
activities that divert their attention from the
real job.
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33. General and lose supervision
The attitude of the supervisor must be
compatible with the job of supervision. It is
inconsistent to use leadership and to
exercise close supervision at the same time.
Leadership implies mutual understanding and
confidence between the leader and his
followers. The leader must allow freedom and
initiative to his followers for pursuing a
common course of action supervisory
responsibilities
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34. Value of Supervision
How seriously a supervisor carries out his/her
supervisory functions depends upon the
importance a supervisor attaches to his/her
supervisory responsibility versus to other
duties and responsibilities.
Building of positive attitude among supervisors
through sensitivity training on supervision will
help in better supervision.
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35. Control System
Supervision has the controlling function as
well.
How well the quality of performance is assessed
very much depends upon how assessment
tools are standardized and how they are
used.
If the assessment tools are objective and the
method of assessment is ongoing in nature,
and the results of assessment are used for the
purpose of feedback and reward, supervision
becomes effective.
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36. Qualities of a good Supervisor
Kindness and empathy: sensitivity to the
personal and social needs of other people.
Courage to take risk for failure.
Tolerance, openness, and acceptance.
Ability to compromise (adaptability) and
flexibility.
Competency in technical knowledge and skills.
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37. Communication skills: good listener; orator, etc.
Skill in teaching and guidance: orientation; in-
service training; counseling, incidental teaching,
etc.
Skill in human relations: mutual respect and
trust; sense of cooperation and coordination;
tactfulness, etc.
Problem solving and organizing abilities.
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38. Fairness in evaluation and giving rewards.
Sense of continuity to the purpose of supervision.
Assertiveness and decisiveness.
Alertness: ability to access situation quickly.
Honesty and integrity.
Creativity and vision.
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39. Home visiting
Home visiting along with the staff is one of the best
ways in supervision.
Supervision defined literally is the “ability to see in an
overarching manner.”
Thus, supervisors should be able to envision the “big
picture” of home visiting programs: what the children
need, what the families bring to the relationship, what
the home visitors do to support families and home-
based services
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40. The purpose of visit is to help and guide the staff.
The frequency of visit will depend on the on the need
of the individual or request from individual or the
amount of time available for visiting.
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41. During home visiting the supervisor is expected to
make observations on:
The approach to family.
The action taken by the nurse to meet the problem.
The response of the health teaching did previously.
The plan made with the family about further course of
action.
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42. ROLES OF SUPERVISOR DURING
HOME VISIT
Administrative role
Educational role
Supportive role
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43. Administrative role
The primary problem in administrative supervision is
implementation of policies and procedures; the
primary goal is to insure adherence .
The Supervisor is the administrative "linking pin"
between the agency and the Field Program. In this
role, the Supervisor functions as the channel of
communication between the two.
In working with the student, it is the Supervisor's
responsibility to ensure that the student follows the
policies and procedures of the the Field Program.
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44. Administrative role…
In working with the student, it is the Supervisor's
responsibility to ensure that the student follows the
policies and procedures of the the Field Program.
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45. Educational role
The primary problem in educational supervision is
worker ineptitude regarding the knowledge or skills to
complete the task; the primary goal is upgrade skill
levels . In addition to serving as the overall
"educational coordinators" for the student's learning
experiences in the agency and community, the
Supervisors are:
Teacher who shares expertise about the child
development, and home visiting with the home-based
staff.
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46. Educational role …
Coach/Teacher: actualize the student's learning
contract to develop specific skills/competencies in the
advanced generalist curriculum model.
Judge/Evaluator: continually assess the student's
progress toward the processional educational goals
Advocate: intervene in agency situations which are
detrimental to the student's learning, e.g. harassment
Role Model: facilitate the student's learning
Problem-Solver: assist the student in gaining critical
thinking skills
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47. Supportive role
The primary problem in supportive supervision is
coworker morale and job satisfaction; the primary goal
is to improve these.
Learnings at the micro/mezzo/macro levels are
emotionally charged and frequently challenging.
The emotions created by the student's being in new
situations, which themselves are emotionally charged
and frequently problematic, must be dealt with by the
supervisor.
.
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48. Supportive role…
Besides such roles the supervisor should:
Support person who is a trusted authority figure,
providing home visitors with an experience of being
cared about and supported in their work.
Unresolved emotions can impede further learning. The
student's emotionally charged learning are dealt with
in the field seminar, but must be dealt with on the spot
by the others
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49. Supportive role…
Model who demonstrates respectful, development-
promoting relationships with others that can be
emulated by the home visitor in his or her work with
families and children.
Ombudsperson who advocates for home visitors and
families in the home-based option and encourages
program leaders to meet family and staff needs.
.
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50. Supportive Roles(contd..)
Program planner who is an essential contributor
to the design and continuous improvement of the
services offered to families and children in the home-
based option.
Accountable person who maintains the integrity
of the program by holding home visitors
responsible for delivering high-quality services.
Leader whose vision and commitment to build
and maintain a high-quality home-based program
are internalized by home-based staff.
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51. References
Stanhope M., Lancaster J., Public Health Nursing,
8th edition Elsevier.
Singh, I., leading and managing health, (2010) Hisi
offset printers pvt.ltd, Jamal, Kathmandu.
Pathak, S., Sapkota, S., A textbook of Leadership
and Management for Nursing, (2016) Vidyarthi
Pustak Bhandar, Botahity, Kathmandu.
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52. Assignment
Explain the factors affecting supervision?
Explain the qualities of a good supervisor?
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