Social Work Supervisor

This paper studies an example of a problem common in social work supervision, that of a new supervisor both confronted with and causing substantial change within a family services agency. The case involves a recent M.S.W. graduate with little actual managerial experience, hired to fill a newly created mid-level position in a growing foster care organization. She was given supervision over experienced caseworkers who were already reluctant to deal with the many changes necessitated by the rapid growth and increased professionalism on all levels of the organization. One of her supervisees had recently reentered the work force after a long absence and was particularly resentful of her new supervisor's attempts at managing her work. Like many first-time bosses, the new recruit faced the difficult task of learning how to supervise this employee while she was in the middle of creating her job. Her case provides an interesting opportunity to examine a number of significant supervisory issues, especially as they relate to the unique world of human service agencies. It also offers some possible solutions to the problem of forging effective supervisor-supervisee relationships.

Alfred Kadushin defines the social work supervisor:

[He or she is] an agency administrative-staff member to whom authority is delegated to direct, coordinate, enhance, and evaluate the on-the-job performance of the supervisees for whose work he is held accountable . . . The supervisor's ultimate objecti

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ger observe, "Whenever one moves into a new position in an organization, a certain degree of anxiety and strain is to be expected. One source of anxiety is the unfamiliar and unknown set of actors with whom the newcomer must interact" (1989, p. 26). Anne was the principal actor Helen found herself confronted with. It was not a happy pairing. Outwardly, Anne appeared to accept Helen as her new boss gracefully. She simply believed that, because of her own background and experience, she did not personally need supervision. Nonetheless, she willingly discussed cases in detail with Helen, although she did not ask Helen's advice on dealing with particular problems that arose in individual cases; she often did not openly acknowledge that problems had arisen at all. In fact, Anne began to use these discussions as instructive lessons to teach Helen more about social work in general and the foster care system in particular. She assumed the role of teacher, using her cases to subtly emphasize how much greater her experience was than that of her new boss. Helen, fresh from the classroom, enjoyed continuing the learning process and did not immediately work at reversing the relationship. Helen also felt somewhat intimidated by Anne

Category: Psychology - S