Self-Assessment of Supervisor Competencies (Adapted from Borders & Leddick, 1987)

Self-assessment of supervisor competencies (adapted from Borders & Leddick, 1987)

Instructions: the following measure is designed to allow you to assess your current level of perceived competence as a supervisor. Rate your level of expertise and competence using the scale provided with lower scores indicative of greater skill development and learning required.
Scale: / 1
learning / 2 / 3 / 4
competent / 5 / 6 / 7
expert
Knowledge / Circle most relevant
1.  Understand the purpose of clinical supervision within Queensland Health context. / 1 / 2 / 3 / 4 / 5 / 6 / 7
2.  Clear about the roles and tasks of supervision in a clinical practice setting. / 1 / 2 / 3 / 4 / 5 / 6 / 7
3.  Clear about the ethics and boundaries of supervision. / 1 / 2 / 3 / 4 / 5 / 6 / 7
Understand the following supervisor roles:
4.  educative (formative) / 1 / 2 / 3 / 4 / 5 / 6 / 7
5.  supportive (restorative) / 1 / 2 / 3 / 4 / 5 / 6 / 7
6.  administrative (normative) / 1 / 2 / 3 / 4 / 5 / 6 / 7
7.  Knowledge of supervision theory and research. / 1 / 2 / 3 / 4 / 5 / 6 / 7
8.  Discipline specific content knowledge. / 1 / 2 / 3 / 4 / 5 / 6 / 7
9.  Can begin, maintain and appropriately terminate supervisory relationships? / 1 / 2 / 3 / 4 / 5 / 6 / 7
10.  Can minimise power imbalance in supervision relationship to encourage disclosure? / 1 / 2 / 3 / 4 / 5 / 6 / 7
11.  Can deal constructively with conflict? / 1 / 2 / 3 / 4 / 5 / 6 / 7
Supervision management skills / Circle most relevant
12.  Can you explain to supervisees the purpose of supervision? / 1 / 2 / 3 / 4 / 5 / 6 / 7
13.  Can negotiate a mutually agreed and clear supervision agreement? / 1 / 2 / 3 / 4 / 5 / 6 / 7
14.  Can maintain appropriate professional and Ethical boundaries. / 1 / 2 / 3 / 4 / 5 / 6 / 7
Can set a supervision climate that is:
15.  empathic / 1 / 2 / 3 / 4 / 5 / 6 / 7
16.  genuine / 1 / 2 / 3 / 4 / 5 / 6 / 7
17.  congruent / 1 / 2 / 3 / 4 / 5 / 6 / 7
18.  challenging / 1 / 2 / 3 / 4 / 5 / 6 / 7
19.  centred on supervisee learning / 1 / 2 / 3 / 4 / 5 / 6 / 7
20.  Can maintain a balance between the educative, supportive and administrative roles of supervision? / 1 / 2 / 3 / 4 / 5 / 6 / 7
21.  Can prepare, set and meet agreed agendas with supervisee? / 1 / 2 / 3 / 4 / 5 / 6 / 7
22.  Can organise time to be available for supervision on a regular basis? / 1 / 2 / 3 / 4 / 5 / 6 / 7
23.  Can guide professional practice in line with government and key stakeholders policy? / 1 / 2 / 3 / 4 / 5 / 6 / 7
24.  Can advocate for resources/workload to facilitate supervisee’s professional development? / 1 / 2 / 3 / 4 / 5 / 6 / 7
25.  Can end a session on time and appropriately? / 1 / 2 / 3 / 4 / 5 / 6 / 7
Supervision intervention skills / Circle most relevant
Can use the following types of intervention:
26.  prescriptive (advice/direction) / 1 / 2 / 3 / 4 / 5 / 6 / 7
27.  informative (instructive/didactic) / 1 / 2 / 3 / 4 / 5 / 6 / 7
28.  confrontative (challenging) / 1 / 2 / 3 / 4 / 5 / 6 / 7
29.  cathartic (release tension) / 1 / 2 / 3 / 4 / 5 / 6 / 7
30.  catalytic (reflect/encourage) / 1 / 2 / 3 / 4 / 5 / 6 / 7
31.  supportive (validating) / 1 / 2 / 3 / 4 / 5 / 6 / 7
Can give feedback in a way that is:
32.  clear / 1 / 2 / 3 / 4 / 5 / 6 / 7
33.  owned / 1 / 2 / 3 / 4 / 5 / 6 / 7
34.  balanced / 1 / 2 / 3 / 4 / 5 / 6 / 7
35.  specific / 1 / 2 / 3 / 4 / 5 / 6 / 7
36.  constructive / 1 / 2 / 3 / 4 / 5 / 6 / 7
Can effectively focus on (seven eyed supervisor):
37.  reported content (consumer) / 1 / 2 / 3 / 4 / 5 / 6 / 7
38.  supervisee’s interventions (therapy strategies) / 1 / 2 / 3 / 4 / 5 / 6 / 7
39.  supervisee-consumer relationship / 1 / 2 / 3 / 4 / 5 / 6 / 7
40.  supervisee reactions to consumer (transference) / 1 / 2 / 3 / 4 / 5 / 6 / 7
41.  supervision relationship / 1 / 2 / 3 / 4 / 5 / 6 / 7
42.  supervisor reactions (own process) / 1 / 2 / 3 / 4 / 5 / 6 / 7
43.  systems involved (wider context) / 1 / 2 / 3 / 4 / 5 / 6 / 7
44.  Can describe own way of working / 1 / 2 / 3 / 4 / 5 / 6 / 7
45.  Can offer own experience appropriately / 1 / 2 / 3 / 4 / 5 / 6 / 7
46.  Can teach complex practice skills? / 1 / 2 / 3 / 4 / 5 / 6 / 7
47.  Can use a range of supervision approaches based on supervisee’s learning style? / 1 / 2 / 3 / 4 / 5 / 6 / 7
Traits or qualities / Circle most relevant
48.  Commitment to the role of supervisor / 1 / 2 / 3 / 4 / 5 / 6 / 7
49.  Comfortable with authority inherent in role as supervisor / 1 / 2 / 3 / 4 / 5 / 6 / 7
50.  Sensitive to supervisee’s needs / 1 / 2 / 3 / 4 / 5 / 6 / 7
51.  Able to advocate for supervisee / 1 / 2 / 3 / 4 / 5 / 6 / 7
Commitment to own ongoing development / Circle most relevant
52.  Have ensured own appropriate supervision / 1 / 2 / 3 / 4 / 5 / 6 / 7
53.  Committed to updating own professional and supervisory skills and knowledge / 1 / 2 / 3 / 4 / 5 / 6 / 7
54.  Recognise own limits as supervisor / 1 / 2 / 3 / 4 / 5 / 6 / 7
Get regular feedback from:
55.  supervisees / 1 / 2 / 3 / 4 / 5 / 6 / 7
56.  peers / 1 / 2 / 3 / 4 / 5 / 6 / 7
57.  own supervisor / 1 / 2 / 3 / 4 / 5 / 6 / 7
58.  Can supervise inter-professional issues? / 1 / 2 / 3 / 4 / 5 / 6 / 7
Scoring
Knowledge: sum items 1 through 11, then divide by 11.
Supervision management skills: sum items 12 through 25, then divide by 14.
Supervision intervention skills: sum items 26 through 47, then divide by 22.
Traits or qualities: sum items 48 through 51, then divide by 4.
Commitment to own ongoing development: sum items 52 through 58, and then divide by 7.
Higher scores are indicative of great self-rated competence.

Adapted from:
Borders, L. D., & Leddick, G. (1987). Handbook of clinical supervision. Alexandria, VA: Association for Counselor Education and Supervision.

Self-assessment of supervisor competencies, Queensland Centre for Mental Health Learning training resources Page 4 of 4