Roles of supervisor and developmental approach

1. ROLES OF SUPERVISOR

2. EDUCATOR
You will act as an educator when employees and
team members are new, when you are new to a
team, when processes or conditions change,
and when discussing performance expectations
with your direct reports. Additionally, you will
most likely educate when you hold or attend
meetings, write and distribute policies,
manuals, or other documents, and provide
cross-training opportunities.

3. When acting as a sponsor, you assume your
employees have the skills they
need to perform their current jobs and work to
provide opportunities for
them to showcase their talents and strengths.
Additionally, you are
expected to support employee career development,
even if it means that
the employee will move to position outside your
team.
SPONSOR

4. COACH
You will be coaching an employee when
you are explaining, encouraging,
planning, correcting, or just checking
in with your employees.

5. COUNSEL
Counseling is used when an employee’s
problems impact performance and is
intended to mitigate any further action,
including formal disciplinary action. The
employee should solve the problem and
your role is to be positive, supportive, and
encouraging in that process.

6. DIRECTOR
Directing is used when performance
problems continue and assumes you have
educated, coached, and counseled. During
“directing” conversations, you should make
recommended alternatives and
consequences clear, be calm and serious,
get your school or department HR
involved, and make sure the meeting is
thoroughly documented.

7. LEGAL ISSUES
FOR
SUPERVISORS

8. Mishandling Employee Complaint Issues.
Failing To Apply Policies, Procedures And
Employee Discipline Consistently.
Failure To Give Constant Feedback (Good
And Bad) To Employees And Failure To
Document Problems.
Failing To Conduct Honest & Effective
Performance Reviews.
Failing To Understand & Follow The Ever-
changing Wage & Hour Laws.

9. Creating A Perception Of Retaliation.
Failing To Manage And Resolve
Conflict Before It Escalates Into
Workplace Violence Or Litigation.
 Failing To Promptly Respond To Leave
And Accommodation Requests.
Carelessly Using E-mail.
Failing To Keep Good Records.

10. G. REVIEWING THE VIDEOTAPE
The videotape recorder is played back while the
teacher, the supervisor and the observers
review the videotape to reassess the re –
teaching.

11. H. SECOND CRITIQUE
It is needless to underscore at this point
the value of appreciating the strengths
of the teacher and of being tactful in
giving suggestions. As far as the relative
merits of directional and non-
directional styles of supervision are
concerned, the latter seems to be more
complimentary to expectations.

12. This may end the demonstration of a
teaching skill or method. However, re-
teaching may be agreed upon if
necessary…an appraisal and review. The
cycle is repeated as often as necessary
in order to demonstrate skill
acquisition and improvement.

13. DEVELOPMENTAL APPROACH/MODEL
- a process designed to support and enhance an individual’s acquisition of the
motivation, autonomy, self-awareness and skills necessary to effectively accomplish
the job at hand.
- a useful tool in helping supervisor more accurately to assess the needs and help
in the development of the supervisee both within stages and between stages of
development.
- supervisors need to have a range of styles and approaches which are modified as the
counsellor gains in experience and enters different definable developmental stages.
- It’s important not to apply this model too rigidly but it can be useful map for
matching the right supervisee to the right supervisor, or to explore difficulties in the
supervision relationship.

14. Level 1 : Self- Centred
- Supervisees treated by the supervisor being similar to childhoodSupervisees
dependence on the supervisor.
- Supervisees can be anxious,insecure about their role and own ability to
fulfill it, lacking insight but highly motivated.
- To cope with the normal anxiety of supervisee, supervisor needs to
provide a clearly structured environment which includes positive feedback
and encouragement and balancing support to the supervisees.
Level 2 : Client Centred
- Supervisees can feel to the supervisor like parenting an adolescent.
- The supervisees have overcome their initial anxieties and begin to
fluctuate between dependence and autonomy and between
over-confidence and being overwhelmed.
- Supervisor needs to be less structured to the supervisees and didactic than
with level 1 supervisees but a good deal of emotional holding is necessary.

15. Level 3 : Process Centred
- Supervisee in normal human development treated as to early adulthood.
- Supervisees shows increased professional self-confidence with only
conditional dependency on the supervisor.
- Supervision becomes more collegial, with sharing and exemplification
augmented by professional and personal confrontation.
Level 4 : Process in Context Centred
- Supervisees are being full maturity .
- Level 3 integrated.
- Supervisee has reached ‘master’ level characterized by personal autonomy,
insightful awareness, personal security, stable motivation and an aware-
ness of the need to confront his or her own personal and professional
problems.
- Supervisees have also become supervisors themselves and this can greatly
consolidate and deepen their own learning.