Supervisory relationships in organizational contexts

Supervisory Relationships in Counseling

In recent years much attention in the counseling profession is being focused on the impact evaluation has on supervisor and supervisee relationships. In particular, researchers are attempting to uncover what role, if any, proper evaluation and quality supervisor and supervisee relationships have on a supervisee's ability to achieve a positive client outcome. There is some evidence supporting better evaluation techniques as a means of also improving supervisee skill attainment and development.

There are many approaches to investigating the role of supervisor and supervisee. Jones (2001) notes that supervisors and supervisees should consider their roles and responsibilities "outside supervision and how these influence the supervision relationship" (43). Further Jones notes that it is important that supervisors work constructively with supervisees to maintain the integrity of their relationship.

In times of old much of the reporting done on supervisor relationships tended to focus on self-reported behaviors both from supervisors and supervisees (Clark, et. al, 2003).

It is important that new feedback mechanisms are developed and implemented that provide more objective information. Such feedback may strengthen the supervisor and supervisee relationship and help foster better skills development.

Quality of Supervisory Relationship in Counseling

Interestingly few studies currently exist that examine the relationship between supervisor and supervisee within the field of counseling, though this is a growing area of speculation (Clark, et. al, 2003). Many of the studies that have been conducted suggest that the quality of supervisor care in counseling is vital to the well being of not only the supervisee but also the clients the supervisee oversees (Clark, et. al, 2003). Because of this it is vital that quality is assessed comprehensively in the supervisor relationship.

The studies that are available have relied on self-report questionnaires (Lehrman-Waterman & Ladany, 2001). The studies available suggest that the better quality supervisory care offered in a clinical setting, the stronger the work alliance formed and the greater satisfaction reported with supervision (Lehrman0Waterman & Ladany, 2001; Clark, et. al, 2003; Larson, 1998). Some of these studies however tend to focus too much on "the closeness of relationships" instead of the actual performance of the relationship (Clark, et. al, 230).

This is not to say that self-report questionnaires do not provide valuable information. Self-report questionnaires provide ample opportunity for the supervisor and the supervisee to engage in meaningful discourse about skills development and objectives. However there is little evidence supporting use of self-report questionnaires as a means to improve the quality of the supervisory relationship in counseling. Thus one may conclude other measures need be added to address quality in relationships.

How Supervisory Relationship Impacts Quality Counseling

Supervisory evaluation and relationships affect supervisees in many ways. Of late for example, there has been recent attention to the issue of multiculturalism in counseling. Specifically, research suggests that more attention need be paid to multiculturalism and enhancing counselors' ability to work with a diverse client population (Atkinson, Morten & Sue, 1989; Helms, 1990; Rowe, Bennet & Atkinson, 1994; Ladany, 1997; Sue, Arredondo & McDavis, 1992). A supervisees' ability to conceptualize a multicultural case successful and self-reported competency in this arena is a function in part of "their supervisors' instruction to focus on multiculturalism" and adequate evaluation of the supervisees skill set (Ladany, 284).

The supervisory relationship may also indirectly affect client outcomes, especially if the supervisor fails to work with the supervisee to attain valuable developmental skill sets. A supervisor that engages in proper evaluative techniques is more likely to foster quality counseling and positive outcomes than one that relies on indirect methods of supervisee assessment.

Enhancing the Evaluation Process To Benefit Supervisor and Supervisee

In the past most practitioners have agreed that feedback is essential for effective supervision, and for enabling a strong supervisor supervisee relationship (Larson, 1998; Clark et. al, 2003). Because of this it is important that supervisors establish an evaluation process that benefits supervisors and supervisee. One way to do this is by creating a 360-evaluation protocol that would allow supervisees to rate the supervisor in addition to any evaluation the supervisor offers the incumbent (Clark, et. al, 2003).

More dynamic feedback analysis such as that afforded by a comprehensive 360 evaluation will help train supervisors and teach them how to better communicate and establish meaningful relationships with their supervisees (Holloway, 1999). This type of evaluation process may benefit supervisors by providing them with insights regarding supervisee satisfaction, perceptions of quality care and may help the supervisor determine areas for further training or improvement in the future. It also gives the supervisee ample opportunity to share valuable insights that might not otherwise be shared in a less formal evaluation setting.

Some of the research supports creation of a feedback scale to help the supervisor clarify his or her role in the relationship (Bernard & Goodyear, 1998). A feedback form combined with self reporting may help the supervisor better understand their role in developing supervises skills, which in turn should positively affect the client outcome (Clark, et. al, 2003). It is important that supervisors are evaluated as comprehensively as supervisees, using methods other than a self-report scale, which is far to subjective to provide adequate information to effectively evaluate a supervisor relationship.