Course Title: Institutional Supervision

and Quality Assurance

Compiled By: The Department of TVET

Leadership and Management
 Learning Objectives
At the end of the course trainees will able to:
Define Supervision and quality assurance
Understand the roles and responsibilities of a supervisor
Know how to establish and communicate performance
standards and expectations using behavioral terms.
Apply a feedback framework to give constructive and
supportive feedback within a supervisory context.
Know how to establish work plans
Know how to create strategies for effective supervision and
performance meet in
Define quality and quality assurance
Know the principles, characteristics, steps of QA
2
 Assessment Methods
Individual Projects(1&2)= 25% X2= 50%
Individual Project 1- Supervision(25%)
Individual Project 2- Quality Assurance(25%)
 Submission Date of Individual Projects- One week Before Final
Exam
Final Exam=50%
Total= 100%

Mode of delivery= Online

3
 CHAPTER ONE-Supervision
Cont…
Meaning ‘Supervision’ comprises two
There is an old saying that
words, namely ‘super’, that
“which is not supervised is is, superior or extra, and
not done”. Hence, supervision ‘vision’, that is, sight or
arises in response to need perspective.
inherent in the functioning of Thus, ‘supervision’ refers to
an organization. an act by which any person
inspects or supervises the
work of other people, that is,
whether they are working
properly or not.
4
 Cont…
Its Emphasis is: In short,
Supervision involves:
emphasis on motivating,
maximizing production guiding,
 emphasis on workers’ inspecting,
performance and directing,
human relations aspect developing,
emphasis on the coordinating and
development of the  controlling the
personality of the subordinates.
worker
5
 Supervision
Determinants of supervision
success Significance of supervision
 The ability of managing 1. Issue of orders and
individual differences instructions
 Effectiveness of institutional 2. Planning and organizing the
communication work
 Effectiveness of formal
3. It is important at all levels 
control exercised over
operations 4. Vital link between workers
 Institutional philosophy on and management
centralization versus 5. Motivating subordinates
decentralization of authority 6. Feedback to workers
6 7. Proper assignment of work
 Cont…
Roles of a Supervisor
GOALS OF SUPERVISION
• To bring personal and professional growth 1. As a key man in the
of employees in order to achieve quality
in the system. management
• To persist in the delivery of high quality of
services. 2. Person in the middle: a
• To assist and to help in the development of supervisor has to work between
staff to their highest potential.
• To interpret policies, objectives & need etc. two forces, namely the
of the organization. management and the workers.
• To plan services cooperatively and to
develop coordination to avoid 3. As the marginal man
overlapping.
To assist in the problem solving of the 4. As another worker
matters concerning personal,
administrative and operation of services. 5. As a human relations specialist
• To develop standards of service and
methods of evaluation of a personnel and
services.
• To evaluate the services given, personal
performance
7
 Functions of Supervisor:
 A supervisor has to: 10. Maintain discipline
 1. Help workers to develop their 11. Correct the mistakes of
Cont…

innate qualities to improve their subordinates

performance 12. Explore new fields of knowledge
2. Help subordinates to adjust to their job 13. Introduce new, useful and
requirements and to develop scientific methods of production
3. Make the workers loyal towards their and administration
organization
14. Have a clear understanding about
4. Provide expertise, skills, knowledge plan of action
and experience to make workers learn
without fear and hesitation 15. Know his/her job, duties,
5. Encourage free communication
responsibilities, authority,
accountability and so on
6. Develop employee potential to an
extent where they need no supervision 16. Divide responsibilities and duties
to subordinates rationally and
7. Cooperate with other supervisors scientifically
8. Prove a good link between the 17. Listen and look into the grievance
management and workers
of subordinates
9. Solve personal problems of
subordinates to the extent possible 18. Delegate authority and win their
8 confidence.
 Self Check Exercise
Activity Feedback
1. Discuss the merits and Presentation by students
demerits of centralization Vs
decentralization of
administration
2. List five techniques to be used
by supervisors to motivate
trainers
3. Discuss the ways to encourage
free communication in an
organization
9
 Factors describing the performance of the
best supervisor.
Factors qualities for effective
(1) favorable work climate supervision are:
i. Discretion /judgment
(2) personal maturity and
sensitiveness ii. Social skills,
iii. Technical competence,
(3) human relations specialist
iv. Empathy/understanding
(4) technical job knowledge
v. Honesty,
(5) self-development and
vi. Courage/bravery
subordinate development 
vii. Self-confidence,
(6) knowledge and execution
viii. Communication skills,
of plans and policies
ix. Teaching and guiding ability
10
x. Strong common sense.
 Activities to secure higher productivity
with employee satisfaction
Activities
Span of Supervision
i.Organize work and allot  Span of supervision means the number
assignments to each employee; of subordinates whom a supervisor can
competently direct, guide and control.
ii. Hear and redress grievances and  if a supervisor has a large number of
complaints; subordinates, engaged in a large
iii. Recommend promotions, number of unrelated jobs, the
transfer, pay increases; following effects are bound to be felt:
iv. Enforce rules and regulations (a) Lack of proper communication with
with equity and justice; subordinates.
v. Keep subordinates well (b) Indifference to ideas, suggestions and
informed; grievances of subordinates.
(c) A feeling among subordinates that
vi. Keep subordinates pos­ted about their supervisor does not wield enough
their progress; influence with superior.
vii. Give people tools and materials; (d) Frequent clash of views between
viii. Planning, directing motivating supervisor and superior.
11 and controlling responsibilities.
 Cont…
Why proper span of Guidelines for evolving the
optimum span of supervision are:
supervision is necessary: i. Managers at higher level in the
1. A manager is a human being management pyramid or hierarchy
should have a span of three to seven
with natural limitations as operating subordinates.
regards the time and energy ii. For first-line supervisors or managers
of routine activities the optimum span
he/she can devote to the activities of supervision may be from fifteen to
falling under his /her supervision. twenty employees.
iii. Several points are considered while
2. There is also limitation as having a wise decision on the span of
regards the multiple complex supervision-
jobs that he/she can effectively (a) Variety and importance of activities
supervised,
supervise. (b) Other duties in addition to super­vision.
3. Given his/her limited time and (c) Stability of operations or lack of it.
energy, long hours of strenuous (d) Capable subordi­nates and a high
degree of delegation may permit the
work involved in effective chief executive to have a wider span of
control,
supervision may affect his/her
(e) Relative importance of supervisory
physical and mental health.
12 pay roll.
 Cont…
KINDS OF SPAN OF
SUPERVISION PRINCIPLES OF SUPERVISION
 encourage self-expression so as to draw out
(1) selection of ideal span of potential abilities of a worker
control a difficult task  provide initiative to individual to take
more responsibility.
(2) wide span of supervision  provide full opportunity to do work in
cooperation to develop the team spirit. And
(3) functional supervision develop good interpersonal relationship.
 give autonomy to the workers depending
(4) line and staff from personality, competence and
characteristics.
(5) supervision in ‘tall and  interprets policies and gives creative
instructions
narrow structure’ of  meet the individual needs.
organization:  always think as a leader so as to give
guidance help and encouragement.
(6) supervision in ‘flat-  be democratic
topped’ structure of  be well planned and adopted to good
planning. It calls for good planning and
organization organization.
13
 respects the personality of an individual
(employee).
 Qualities of a Good Supervisor
Cont…
A good supervisor:
 Is strategic, detail-oriented and proactive.  Addresses difficult workplace situations
 Does not favor or provide an unfair advantage to immediately.
some employees over others.  Shares with employees any information as
 Is fair but firm when need be. appropriate that impacts the company.
 Shows common courtesy and respect to all  Share his/her goals and expectations with
employees even their most difficult staff. staff.
 Really listens to their employees’ concerns and  Is very clear when assigning tasks to
helps them with determining the best path his/her employees
towards resolving those concerns.
 Is not afraid to let their employees have
 Supports and encourages staff development. their time in the limelight and, in fact,
 Takes the time to understand the work that their encourages it.
staff performs.
 Is always willing to delegate work to others
 Makes themselves available and takes the time to instead of trying to take care of everything.
meet with employees.
 Has at least a general understanding of their  Treats his/her staff as partners and not as
employees’ strengths and weaknesses. subordinates.
 Praises his/her employees for doing good work  Does not take credit for individual or
on a regular basis. collective employee accomplishments.
 Requires that all employees work to their fullest  Acts as a buffer for their employees when
capacity. issues arise with clients or customers as
14
appropriate.
 Cont…
Responsibilities of a Supervisor
Skills supervisors need to have:
 Quality and quantity production
1. communication  Fairness in treating workers and the
2. conflict resolution institute
 Ability to handle persons/workers
3. leadership  Knowledge of the machine/work
with which workers work
4. critical thinking  Knowledge of how instruct workers
5. interpersonal skills  A knowledge of planning
 A knowledge of methods of working
6. time and priority  A healthy attitude towards his/her
management job, workers and the institute
 Good leadership
7. diversity management  Community activity
8. problem solving  Ability to keep workers satisfied
 Common sense/imagination
 A willingness to get more training
15  Loyalty to workers and to
management
 Cont…

Roles of Supervisor
1. Administrative Role 2. Managerial Role
Procure resources
Establish and maintain a
Provide leadership and
direction
communication system
Establish and enforce rules Distribute the workload
and standards, policies and Establish and clarify staff
procedures roles
Establish and maintain Protect and maintain
boundaries
Adhere to prevailing societal
resources
laws Work within effective
Create and maintain a team- timeframes
based atmosphere
16
 Cont…
3. Educational Role 4. Service and Support
Teach values and belief
Nurture physical and
system of agency
Teach skills personal well-being
Respect staff members
Provide and/or support
Resolve conflict among staff
educational program
Teach Support all staff consistently
discipline and
correction in the way most suited to
Provide information about each person
Demonstrate empathy and
agency history
Provide concern for staff
coaching &
Communicate with staff
mentoring to promote staff
development
17
 Types of Institutional Supervision

1. Internal Supervision
2. External Supervision
This is the type of
supervision carried out by It is carried out by
the internal supervisor in the people designated by
institute as the dean, the Ministry of
principal, Education/ to carryout
headmaster/mistress, their supervision in
assistant or the heads of Universities,
departments. colleges/schools etc.
 It is also referred to as
within institute supervision.
18
 TECHNIQUES OF SUPERVISION

STAGE ONE: STAGE THREE: FOLLOW

PREPARATION
o Study of documents  UP
Reorganization of time
o Identification of priority for table/work plan/duty roster
supervision  Organizing in-service training
o Preparation of supervision programmes /continuing
schedule   education programmes for
 STAGE TWO: nursing personnel
SUPERVISION  Initiating changes in logistic
 Establishing Contacts
support or supply system
 Review of the objectives ,
targets and norms  Initiating actions for
 . Review the job description organizing staff welfare
 Observe the nursing staff’s activities
motivation  Counseling and guidance
19 Observe for any actual or
 regarding career development
potential conflicts and professional growth.
 Cont…
FACTORS TO EFFECTIVE METHODS OF
SUPERVISION  SUPERVISION
Technical versus creative
 Human relation skill supervision
 Technical and managerial  Co-operative versus
knowledge authoritative supervision
 Scientific versus intuitive
 Leadership position  supervision
 Improved upward relations  STYLES OF SUPERVISION
 Task centered
 Relief from Non-supervisory  Employee centered supervisor
duties  An autocratic or critical
 General and loose supervisor
 A Benevolent/kind supervisor
supervision
 A Democratic supervisor  

20
 
 Cont….

QUALITIES OF A GOOD Typical Roles in Supervision

SUPERVISOR
• Attention to detail
• Fairness Advocate
• Initiative Coach
• Diplomacy Facilitator
• Passion Mentor
• Emotional control Trainer
• General outlook
• Personal qualifications
• Teaching ability

21
 Cont…
Suggested core
competencies to supervise Ensuring conformance to
Communicating personnel policies
Decision Making Ensuring diversity and
Delegating inclusion
Meeting Management Designing job roles

Problem Solving Deciding compensation and

Planning benefits
Recruiting good candidates
Time and Stress
Orienting employees
Management
Retaining employees
22 Rewarding employees
 Cont…
Five steps of supervision
Types of supervisory
Sep 1: Provide employees with techniques
the tools they need to do their
1. Democratic or
jobs
Consultative :
Step 2: Provide employees with
participatory
the training they need to do
their jobs.  2. Autocratic : Carrot and
Step 3: Help employees set stick approach
goals to improve their 3. Free-Rein: complete
performance.  freedom to workers
Step 4: Become a resource 4. Bureaucratic: Focuses on
person rules and regulations of the
Sep
23
5: Hold staff accountable institute
 Cont…
1. Human Relation Skill:
Factors affecting supervision

1. Human relation skill This includes the

2. Technical and managerial following:
knowledge
(a) Guiding the working
3. The position and status in force
the organization
4. Improved upward good (b) Instructing , and
relations with workmen (c)Inspiring for better
5. Must get relief from non- performance
supervisory duties
24
 Cont…
The supervisor has to
depend on the decisions of
Cont…

Problems arising from

top and middle-order levels of supervision:
management for the
(1) Costly to create levels of
following: supervision or to add to
them
(i) Leadership
(2) problems of
(ii) Counseling communication between
(iii) Communication different levels
(iv) Human relation. (3) several levels of
supervision make
planning and control
25
difficult
 Cont…
Main requisites of effective
Supervisory practices which are
supervision skills in: consistently related to the
productivity of a group

1. leading, 1. Differentiation of
2. Instructing, supervisory role
3. Human orientation, 2. Closeness of
4. Technical supervision
knowledge and 3. Employee orientation
5. Knowledge of rules 4. Group cohesiveness

26
 Cont…
Reflection question

Take your College as a reference point and evaluate the

performance of the supervisor in terms of the following
points. Reflect professional suggestions
1. Skill in leading,
2. Skill in instructing,
3. Human orientation,
4. Technical knowledge and
5. Knowledge of rules

27
 UNIT TWO- THE EMPLOYMENT
RELATIONSHIP
Employees have five corresponding responsibilities.
1) Use the tools that are provided,
2) Make the most of the training,
3) Set goals and then pursue them,
4) Ask for help or guidance if they reach an impasse and
5) Account for their progress.
 Cont….

Steps in the supervisory

The benefits of supervision process
Better outcomes for service
users.  Step One: Establishing and
Better professional maintaining a relationship.
Step Two: Creating and
relationships. implementing an individual
Opportunities to reflect and development plan based on
link knowledge and practice. assessment of needs and abilities
Increased confidence.
of staff.
Step Three: Providing for on-
Skill development. going communication,
Greater awareness and interaction, and feedback for
both groups and individuals.
understanding. Step Four: Providing formalized
29 Reduced stress. evaluation & feedback.

 Cont…

Goals of Supervision Factors that affect the

To increase the quality of
Supervisory
A Process of the
clear understanding
job performance. roles, departmental philosophy,
To communicate job and expectations
expectations  Work and personality styles of

To provide ongoing those involved

 Skill and confidence level of
feedback both the supervisee and
To facilitate the supervisee's supervisor
growth as an individual  An understanding of how each
individual affects, and is affected
To challenge and to support
by, others in the department
 Differences between those
involved, including cultural,
30 gender, and experiential.
 Cont….
Factors to consider in
developing Supervisory Style
 Know the staff with whom you are working. 
Cont…

 Know your audience: different groups require

different approaches.  Assist the group in
 Have the goals or objectives of the group
firmly in mind. understanding the dynamics of
 What are the purposes of this staff? the team and human interaction. 
 What things need to be accomplished to meet  Realize the importance of the
the goals?
 Know what the staff expects of you as a peer group and its effects on how
supervisor. each individual participates or
 Express sincere interest in the staff and its
fails to participate.
mission.
 Express a sincere interest in each individual  Assist the group in determining
within the group. the needs of the persons the
 Assist the group in setting realistic, attainable
goals. group is serving.
 Assist the group in developing a system  Develop a style, which maintains
through which they can evaluate their
progress. a balance between an active and
 Assist each individual in achieving their needs passive supervisor.
31
while helping the group achieve their goal.
 Cont…
Cont…
Good Supervisors
 Be aware of the various roles you  Develop positive relationships with their
will be filling from time to time. staff members.
Consultant
 Maintain open communication paths and
facilitate trust
Campus liaison  Understand that supporting and
Clarifier challenging go hand in hand
Counselor  Spend appropriate time with those they
supervise
Facilitator  Communicate well with other members
Friend of the Office
 Be aware of the institutional power  Communicate departmental mission and
goals to staff members
structure, both formal and  Help staff members understand how their
informal. work is appreciated by others
 Provide continuity for the staff  Assist staff members in understanding
his or her relevance
from year to year.  Collaborate with supervisees in
 Challenge the staff to grow and developing measures to assess the
develop. supervisee's progress or success in a
32
job/role.
 Be creative and innovative.
 Self Check Exercise

1. Select one College from 2. Consider your dean and

your group and evaluate the discuss the technique
performance of the he/she has been used:
supervisor and set  conflict resolution
suggestions for
improvement:  leadership
A. Social skills,  critical thinking
B. Technical competence,  interpersonal skills
C. Empathy,  time and priority
D. Honesty, management
E. Courage,  diversity management.
F. Self-confidence,  problem solving

33
 Cot…
Areas for supervisors to continually
monitor in their work
1. Supervise only in areas of Three areas of supervision
expertise 1. Administrative Supervision
2.  Choose a specific supervisory 2. Educational Supervision
model 3. Supportive Supervision
3.  Avoid dual relationships
4. Regularly evaluate the Questions for providing
supervisees competence supervision for staff and
5. Be available for supervision volunteers 
6. Formulate a sound supervisory 1. What is providing supervision
contract for staff and volunteers?
7. Be aware of financial 2. Why should you supervise staff
considerations in supervision and volunteers?
8. Maintain professional liability 3. When should you provide
coverage supervision?
9. 4. How do you supervise staff and
34 Supervise honestly and with
integrity volunteers?
 Cont….

What is providing supervision Why should you supervise

for staff and volunteers?
The duties of a supervisor may staff and volunteers?
 Benefits both the individuals
include training new workers, supervised and the organization
supporting and mentoring  Geared toward helping staff
supervisees, providing members
professional development,  Can explain the requirements and
assigning and creating projects, responsibilities of staff members’
making sure plans are being and volunteers’ positions.
carried out effectively,  Poor performance by staff or
providing support, assisting volunteers reflects poorly in the
with projects or activities, and community and with fundraisers
identifying and addressing  Can help to recognize and
unsatisfactory performance.
35 address potential problems
 Cont…

When should you provide

Keeps staff and volunteers supervision?
 For new staff members and
with the organization.. 
volunteers should begin as soon
Models the type of as they join the organization, and
relationship that should exist should continue on a regular
throughout the organization.  basis throughout their stay.  
 Constructive feedback, can  Regular supervision provides the

result in better employees opportunity for staff and

volunteers to work out problems,
who feel they are a more
to get to know the organization
fully integrated part of the well, and to establish a good and
group. productive relationship with
36 their supervisor
 Cont…

How do you supervise staff ? Some topics that might be

included in a supervision:
In  How to involve all volunteers
order to ensure good
and staff members effectively
supervision, it’s important to  How to enhance the value of
identify the right people to volunteers to a program and to
provide it and then train the paid employees
 How to include all volunteers
them, so that they have a and staff members in program
clear understanding of what planning and decision making
supervision is, the aspects of  How to evaluate performance
 How to provide performance
it that they should attend to,
feedback to volunteers and
and the interpersonal skills staff
they’ll need to practice in  How to hold volunteers and
37 order to do it well.
staff members accountable for
job performance
 Cont…
Cont…

 How to help workers avoid burnout What does good practical

 How to create a climate in which supervision consist of?
volunteers and staff will be most Welcome new staff or
productive
 How to build teams that include
volunteers and distribute
both volunteers and paid employees basic information
 How to minimize tension between Meet with new supervisees
paid staff and volunteers as soon as possible
 The difference between formative
Orient new supervisees
(helping the supervisee to improve
and develop professionally through
discussion, advice, and occasional
counseling) and summative
(judging employee performance)
supervision. 
38
 Cont…

Orientation should include:

 The background of the Training should cover such
organization
areas as: or techniques that
Methods
 Projects the organization is
the organization uses in its
currently involved in work
 A brief introduction to other
General information about the
staff and volunteers, and their
field – essential theory, new
general responsibilities
discoveries, current work, etc. 
 Location of supplies, Information about the
equipment, and facilities
population or issue the
 Organizational culture
organization is concerned
 What kinds of decisions staff with
and volunteers are expected to Interpersonal skills –
make for themselves and what communication, conflict
they should discuss first with resolution, problem solving,
39 supervisors
cultural sensitivity, etc.
 Cont…
Monitor supervisees
 You can monitor supervisees in
a number of ways: Cont…
 Keep a file for every staff Records of any grievances
member or volunteer which filed by the volunteer or staff
includes: member
 Progress on her/his assigned
projects, tasks, or duties Records or copies of any
 A job description (the staff awards, commendations,
member or volunteer should also letters of praise, etc
have a copy) Records of individual
 A record of volunteer hours
professional development
 Any written performance
evaluations Copies of any contracts
 Records of conversations about between the supervisee and
the staff member’s or the organization.
40 volunteer’s performance
 Cont…
Cont…
Provide regular feedback
Supporting those you supervise both formally and informally
Build new leadership  Formal feedback may take place on an
annual, biannual, or quarterly written
Make sure that the lines of evaluation forms. Informal feedback
may not be much more than a simple
communication are wide open  When providing formal feedback
(either oral or written), you should
To ensure effective strive to:
 Describe a worker's behavior instead of
communication: judging it
Make sure you are an active  Always appraise workers on how they
are meeting or exceeding clear,
listener predetermined standards
 Praise, praise, praise, the worker for
Try to keep those you are talking strong or increased performance
 Decide whether other forms of
to from taking the defensive. feedback, such as self-assessment or
Make sure communication is peer review, would be appropriate at
your organization to complement
complete supervisory feedback
41
 If there is a problem, intervene
 Cont…

Holding supervisees If the problem is a policy

 If the problem is poor job
accountable violation, you should:
performance, you should:
 Listen. Give the employee the chance
 Clearly state what it is that you
to explain her/his actions.
find deficient.  Act
 Give the employee the opportunity objectively. Concentrate on
dealing with the problem, rather than
to describe his/her perspective, the personalities involved.
and really listen to what he has to  Assume responsibility. Do not hide
say behind the rules or apologize for what
 Note the requirements to fix the you are doing. Your job is to enforce
problem; then solicit employee the rules.
 Give a clear warning that defines what
ideas on corrective measures.
 Notify the employee of the will happen if such behavior happens
again. Be sympathetic, but also be
consequences of continuing firm.
problems.  The second time something of a similar
 Monitor the employee's progress nature happens, the consequences
and explain (and apply) the defined earlier should be carried out in
consequences of failing to correct an immediate, consistent, and
42 impersonal manner.
the problem.
 Cont…
Role of the supervisee SUPERVISION MODELS
 Be open and honest with other members of the
organization regarding intent, goals, needs, and 1. Clinical supervision
skills
 Understand the duties and time requirements of clinical supervision started as
assignments before accepting them, and fulfill
the commitment to the best of your ability the practice of observing,
Work to deserve being treated as a recognized
assisting, and receiving

and respected member of the team
 Take the commitment seriously enough to
participate in planning and evaluating the
feedback
program and in training and learning
opportunities 2.Psychotherapy: supervision
 Share ideas with others follows the framework and
 View other staff members and volunteers as
allies that you can learn from techniques of the specific
 Respect the confidentiality of the organization
and its clients psychotherapy theory/model
 Seek, accept, and use honest feedback on
performance
being practiced by the
 Serve as goodwill ambassadors for your supervisor and supervisee.
organization and its services to the community
 Be informed of change when it is needed
43
 Cont…
3. Psychodynamic Approach to
4. Cognitive-Behavioral
Supervision
Supervision
draws on the clinical data
It is to teach the techniques of
inherent to that theoretical
the theoretical orientation. It
orientation (e.g., affective
makes use of observable
reactions, defense
cognitions
mechanisms, transference and
counter transference, etc.). 5. Person-Centered Supervision
client has the capacity to
effectively resolve life
problems without
interpretation and direction
44 from the counselor
 Cont…
6. Developmental Models of  14 themes of development. These are:
Supervision
Cont…

1. Professional development involves an

Cont…

utilize good problem-solving increasing higher-order integration of the

professional self and the personal self
skills and be reflective about 2. The focus of functioning shifts
dramatically over time from internal to
the counseling and supervisory external to internal.
process 3. Continuous reflection is a prerequisite for
optimal learning and professional
the key is to accurately identify development at all levels of experience.
the supervisee’s current stage 4. An intense commitment to learn propels
the developmental process.
and provide feedback and 5. The cognitive map changes: Beginning
support appropriate to that practitioners rely on external expertise,
seasoned practitioners rely on internal
developmental stage, while at expertise.
the same time facilitating the 6. Professional development is long, slow,
continuous process that can also be
supervisee’s progression to the erratic.
next stage
45
7. Professional development is a life-long
process.
 Cont…
8. Many beginning practitioners
experience much anxiety in their 7. Bernard’s Discrimination
Cont…

professional work. Over time, anxiety Model:

is mastered by most.
Cont…

9. Clients serve as a major source of This model is comprised of

influence and serve as primary
teachers. three separate for
10. Personal life influences professional supervision (i.e.,
functioning and development
throughout the professional life span. intervention,
11. Interpersonal sources of influence conceptualization, and
propel professional development more
than ‘impersonal’ sources of influence. personalization) and three
12. New members of the field view possible supervisor roles
professional elders and graduate
training with strong affective reactions. (i.e., teacher, counselor, and
13. Extensive experience with suffering consultant)
contributes to heightened recognition,
acceptance and appreciation of human
variability.
14. For the practitioner there is a
46 realignment from self as hero to client
as hero.
 Cont…
dimensions of supervision Revision of the previous lesson
Revise the main issues of
the functions of supervision, chapter one and two and
the tasks of supervision, present to the class
the client,
the trainee,
the supervisor, and
the institution
Checklist

47
 Self Check Exercise
Checklists
Practical Activity
1. Prepare a checklist to the 3. Prepare a training proposal
following levels to your based on the guideline given
College: i. Title
ii. Introduction
A. Administrative supervision
iii. Rationale of the training
B. Educational supervision Iv. Contents
C. Supportive supervision V. Trainers
2. Design issues to orient new VI. Mode of delivery
supervisees in your College VII. Expected outcome
VIII. Time break down
48 IX. Budget break down
 UNIT THREE-Quality Assurance
(QA)?
UNIT THREE
What is Quality? Quality defined
 Quality can be described as Q – Quest for excellence of
doing the right thing, in right knowledge
way on right time as well as U – Understanding the user’s
doing it right the first time and need
doing it right every time. A – Actions to achieve user’s
 Quality is "Fit for use or demand
purpose." L – Leadership quality for
Librarian
 It is all about meeting the needs
I – Involving all staff
and expectations of customers
with respect to functionality, T – Team spirit for achieving
common goal
design, reliability, durability, &
price of the product. Y – Yard stick to measure
progress

49
 Quality How shall I manage for
Quality
quality in the face of new
Why thinking quality?
challenges?
leaders must raise the
What must I do that is
following questions: different from
What role does quality
what we have been doing?
play in the success of my What road shall we follow
organization?
to go from where we are to
How can I evaluate my
where we want to be?
organization’s status with
respect to quality?
50
 Quality
Cont…
Due to the high Questions for reflection
competition & challenges 1. Are you doing the right
to provide high-quality thing? (checking your goals
(cost effective) and to & aims)
document continuously 2. Are you doing the right
improvement in any Org thing on the right way?
In discovering our own (Are you in control of the
quality there are three process to achieve the goals
basic questions to ask and aims)
ourselves 3. Do you achieve goals
51
( Checking your outcomes)
 Quality
QUALITY INDICATORS
Provisions Operations Results Impacts

Input’s Processes Output Outcome

• Equipment & • Training content • Examination • Employability

facilities & methods (CBT) results • Employment rate
• Staff • Operational • Gained • Career
qualification Management competencies opportunities
• Training • Staff motivation • Labor market • Income
standards • Cooperation's relevance • Economic
• Training • Job transfer rate development
materials

Quality requirements

52
 Activity
Group activity (10%) Historical Philosophies of
Take one organization Quality Gurus

from your group and 1.W. Edwards Deming

conduct SWOT analysis 2. Joseph M. Juran
to each quality 3. Armand Feigenbaum
indicators? 4. Philip Crosby
Give professional
possible solutions to
minimize the problems?

53
 Quality
Quality Gurus Quality Circle
 1. W. Edwards Deming

 Developed the “plan-do-check-act”

(PDCA) cycle that emphasizes the need for
continuous improvement. 
 Quality Circle
 Quality assurance has a defined cycle called PDCA
cycle or Deming cycle. The phases of this cycle
are:
 Plan - Organization should plan and establish the
process related objectives and determine the
processes that are required to deliver a high-
Quality end product.
 Do - Development and testing of Processes and
also "do" changes in the processes
 Check - Monitoring of processes, modify the
processes, and check whether it meets the
predetermined objectives
54 Act - Implement actions that are necessary to

achieve improvements in the processes
 Quality
 14 Principles of Quality(Deming)
9. Break down barriers between
1. Create constancy of purpose for
improvement of product and
staff areas.
service. 10. Eliminate slogans,
2. Adopt the new philosophy. exhortations, and targets for the
3. Cease dependence on mass workforce.
inspection.
11. Eliminate numerical quotas.
4. End the practice of awarding
business on the price tag alone. 12. Remove barriers to pride in
5. Improve constantly and forever workmanship.
the system of production and 13. Institute a vigorous program
training.
of education and retraining.
6. Institute training.
7. Institute leadership.
14. Take action to accomplish the
8.55Drive out fear.
program.
 Quality
2. Joseph M. Juran 3. Armand Feigenbaum
Emphasized the importance of
producing quality products  Proposed the concept of “total quality
control,” making quality everyone’s
through an approach focused responsibility.
 Stressed interdepartmental communication.
on quality planning, control,  Emphasized careful measurement and report
of quality costs.
and improvement.  4.Philip Crosby
Defined quality as  Preached that “quality is free.”
 Believed that an organization can reduce
 “fitness for use” overall costs by improving the overall
quality of its processes.
as viewed by the customer in:  Absolute’s of Management
Quality of design  There is no such thing as quality problem.
 There is no such thing as economics of
Availability
quality: it is always cheaper to do the job
Safety right the first time.
 The only performance measurement is the
 Field use cost of quality
56
 What is Quality Assurance?
Assurance
What is Quality Assurance?
Assurance is a positive
 Quality Assurance (QA) is
declaration on a product or
defined as an activity to ensure
service, which gives that an organization is providing
confidence. the best possible product or
service to customers.
It is certainty of a product or  QA focuses on improving the
a service, which it will work processes to deliver Quality
well. Products to the customer.
 An organization has to ensure,
It provides a guarantee that that processes are efficient and
the product will work effective as per the quality
standards defined for software
without any problems as per products.
the expectations or  Quality Assurance is popularly
57 requirements.
known as QA Testing.
 How to do Quality Assurance
What is Quality Control?
QC
Quality  The main aim of Quality control
control popularly is to check whether the products
abbreviated as QC. meet the specifications and
It is used to ensure quality in requirements of the customer.
 If an issue or problem is
a product or a service. identified, it needs to be fixed
 It does not deal with the before delivery to the customer.
 QC also evaluates people on
processes used to create a their quality level skill sets and
product; rather it examines the imparts training and
certifications.
quality of the "end products"  This evaluation is required for
and the final outcome. the service based organization
and helps provide "perfect"
service to the customers.
58
 Difference between Quality Control
and Quality Assurance?
Cont…
Cont…
Quality control is to
examine the product or
service and check for
the result.
Quality assurance is to
examine the processes
and make changes to the
processes which led to
the end-product.
59
 QA

Best practices for Quality Quality Assurance Functions:

Assurance: Technology transfer
 Create a robust testing
environment Validation
 Select release criteria carefully
 Apply automated testing to high-
Documentation
risk areas to save money. It helps Assuring Quality of
to fasten the entire process.
 Allocate time appropriately for
each process
products
 It is important to prioritize bugs Quality improvement
fixes based on software usage
 Form dedicated security and plans
performance testing team
 Simulate customer accounts
similar to a production
60 environment
 QA
QA Certifications:
 There are several certifications  The main objective is to Con t…

available in the industry to ensure review and verify whether the

that Organizations follow organization is following the
Standards Quality Processes.
 Customers make this as qualifying process as expected and check
criteria while selecting a software whether existing processes
vendor. need improvement.
 ISO 9000
This certification helps -
 This standard was first established
 Increase the profit of the
in 1987, and it is related to
Quality Management Systems. organization
 This helps the organization ensure  Improves Domestic and
quality to their customers and International trade
other stakeholders.  Reduces waste and increase
 An organization who wishes to be
the productivity of the
certified as ISO 9000 is audited employees
based on their functions, products,
services and their processes.  Provide Excellent customer
61
satisfaction
 QA
 CMMI has 5 levels. An organization isCont…

CMMI level certified at CMMI level 1 to 5 based on

The Capability Maturity the maturity of their Quality Assurance
Mechanisms.
Model Integrated (CMMI) is a  Level 1 - Initial: In this stage the quality
process improvement approach environment is unstable. Simply, no
processes have been followed or
developed specially for software documented
process improvement. It is based  Level 2 - Repeatable: Some processes
are followed which are repeatable. This
on the process maturity level ensures processes are followed at
framework and used as a general the project level.
 Level 3 - Defined: Set of processes are
aid in business processes in the defined and documented at the
Software Industry. organizational level. Those defined
processes are subject to some degree of
 This model is highly regarded improvement.
and widely used in Software  Level 4 - Managed: This level uses
process metrics and effectively controls
Development Organizations. the processes that are followed.
 Level 5 - Optimizing: This level focuses
62 on the continuous improvements of the
processes through learning &  innovation.
 QA
Test Maturity Model (TMM):
 This model assesses the maturity of
processes in a Testing Environment. Even IQA
this model has 5 levels, defined below-
 Level 1 - Initial: There is no quality
standard followed for testing processes and
only ad-hoc methods are used at this level
 Level 2 - Definition: Defined
process. Preparation of test strategy, plans,
test cases are done.
 Level 3 - Integration: Testing is carried
out throughout the software development
lifecycle (SDLC) - which is nothing but
integration with the development activities,
E.g., V- Model.
 Level 4 - Management and
Measurement: Review of requirements
and designs takes place at this level and
criteria has been set for each level of testing
 Level 5 - Optimization: Many preventive
techniques are used for testing processes,
and tool support(Automation) is used to
improve the testing standards and
63
processes.
 QA

Cont…

64
 QA

65
 THE PRINCIPLES OF QUALITY
ASSURANCE.
Principles
scope, Examples of quality assurance?
 Examples of quality assurance
methods and data activities include process
checklists, process standards,
requirements,
process documentation and
 standards, project audit.
sanctions and behavior,  Examples of quality control
management and control, activities include inspection,
deliverable peer reviews and
costs and evaluation, and the software testing process.
research. You may like to read more
about the quality assurance vs
quality control.
66
 Performance objectives?
Five Performance Objectives
What is purpose of quality
   quality, speed, dependability, assurance?
flexibility, and cost can be grouped 
together to play a pivotal role in
Quality assurance (QA) is a
business. way of preventing mistakes and
 Inputs to perform quality defects in manufactured
assurance process: products and avoiding
 Project management plan.
problems when delivering
 Quality metrics.
products or services to
 Quality control measurements.
 Work performance information.
customers; which ISO 9000
 Change requests.
defines as "part of quality
 Project management plan updates. management focused on
 Project document updates. providing confidence that
 Organizational process assets quality requirements will be
67
updates. fulfilled".
 Steps of quality assurance

Steps Why quality assurance is

Step 1: Identify Organizational important
Quality for organization?
assurance helps a
Goals company meet its clients'
Step 2: Identify Critical Success demands and expectations.
 High quality builds trust with
Factors
your customers, which, in turn,
Step 3: Identify Internal and
makes you competitive in the
External Customers market.
Step 4: Customer Feedback  When quality assurance is
Step 5: Implement Continuous done right, it provides
Improvements. confidence, tests the product
and lets companies market their
68
products with few worries.
 QA life cycle
QA Life Cycle Effective QA Best Practices

It is a integrated system of

Understand business goals.
methodology activity Make acceptance criteria
involving like planning, clear.
implementation, assessment, Know your supported
reporting and quality platforms.
improvement to ensure that Prepare test plan.
the process is of the type and Use test cases/checklists.
quality needed and expected Use continuous integration +
by the client/customer. continuous deployment.
Keep test cases/checklists
updated.
Share release notes with your
69
clients.
 Steps of the quality assurance cycle

Steps of QAC Reflection question

Sep 1: Quality Planning, What do you know
Step 2: Quality Assurance, about the concept of
Step 3: Quality Control and Kaizen, BSC, BPR ?
Step 4: Continuous Discuss with your
Improvement. group members and
(Kaizen, BSC, BPR are reflect on it?
tools for quality
improvement)
70
 QA

71
 QA

72
 QA

73
 QA
Quality Model

74
 QA

75
 QA

76
 QA

77
 QA

78
 QA

79
 QA

80
 Individual Projects
Individual Project1 (25%) Individual Project2(25%)
Design Focus areas,
Visit a near by College and
prepare a checklist of standards, and
supervision, then evaluate the performance indicators
practices and challenges of the to your organization that
College in terms of supports to QA process
supervision. Provide of your College
professional feedback and
report to the instructor

81
 References
 Bernard, J. M. (1979). Supervisor training: A discrimination model.
Counselor Education and Supervision, 19, 60-68. Bernard, J. M., & Cont…
Goodyear, R. K. (2009). Fundamentals of clinical supervision (4th  Ronnestad, M. H. &Skovholt, T. M. (2003).
ed.). Needham Heights, MA: Allyn & Bacon.
 Falender, C. A., &Shafranske, E. P. (2004). Clinical supervision: A The journey of the counselor and therapist:
competency-based approach. Washington, DC: American Research findings and perspectives on
Psychological Association. Feminist Therapy Institute (1999).
Feminist Therapy Code of Ethics. Retrieved August 14, 2009, from
professional development. Journal of Career
http://www.feminist-therapy-institute.org/ethics.htm Development, 30, 5-44.
 Haynes, R., Corey, G., & Moulton, P. (2003). Clinical supervision  Skovolt, T. M., &Ronnestad, M. H. (1992).
in the helping professions: A practical guide. Pacific Grove, CA:
Brooks/Cole. Holloway, E. (1995). Clinical supervision: A systems The evolving professional self: Stages and
approach. Thousand Oaks, CA: Sage. themes in therapist and counselor
 Holloway, E., &Wolleat, P. L. (1994). Supervision: The pragmatics development. Chichester, England: Wiley.
of empowerment. Journal of Educational and Psychological Stoltenberg, C. D. (1981). Approaching
Consultation, 5(1), 23-43.
supervision from a developmental perspective:
 Lambers, E. (2000). Supervision in person-centered therapy: The counselor complexity model. Journal of
Facilitating congruence. In E. Mearns& B. Thorne (Eds.), Person-
centered therapy today: New frontiers in theory and practice (pp. Counseling Psychology, 28, 59-65.
196-211). London: Sage. Liese, B. S., & Beck, J. S. (1997).  Stoltenberg, C. D., &Delworth, U. (1987).
Cognitive therapy supervision. In C. E. Watkins, Jr. (Ed.),
Handbook of psychotherapy supervision (pp. 114-133). New York: Supervising counselors and therapists. San
John Wiley & Sons. Littrell,
Francisco: Jossey-Bass.
 J. M., Lee-Borden, N., & Lorenz, J. A. (1979). A developmental
framework for counseling supervision. Counselor Education and  Stoltenberg, C. D., McNeill, B., &Delworth,
Supervision, 19, 119-136. Loganbill, C., Hardy, E., &Delworth, U.
(1982). Supervision: A conceptual model. Counseling
U. (1998). IDM supervision: An integrated
Psychologist, 10, 3-42. developmental model for supervising
 Ronnestad, M. H., &Skovolt, T. M. (1993). Supervision of counselors and therapists. San Francisco:
beginning and advanced graduate students of counseling and
82 Jossey-Bass. Ward.
psychotherapy. Journal of Counseling and Development, 71, 396-
405.