Supervising Mature Social Worker: A Personal Reflection

Purpose of This Reflection

I had often wondered about the needs of mature workers (who could be characterized by their
maturity, confidence, autonomy, and ability to make decisions on their own in the
workplace), my role as a supervisor to such individuals whom I would refer to as mature
social workers in the social service sector. Are there any differences supervising them? what
are the appropriate supervisory approaches for this distinctive group. In this reflection, I hope
to give attention to this curiosity of mine.
To begin, let me share a bit on how I would define a mature social worker (hereafter
abbreviated as ‘MSW’). An MSW is someone who has undergone a skills conversion process
to acquire the requisite capabilities in the area of social work, to make a mid-career switch
from other unrelated industries to the social service sector.
I find that this reflection would be interesting as:
(a) To date, not much has been discussed on the supervision of MSWs. There are, however,
some publications on the management of a mature workforce (non-sector specific).
(b) A parallel process(1) which emerges during a supervisory session can have substantial
impact on the MSW’s work. For instance, the experience that the MSW (as supervisee)
encounters in a supervisor-supervisee relationship, would directly influence the MSW’s
relationship with his/her client. A positive effect of the supervision received by the MSW,
would correspondingly have a positive impact on the MSW and his/her clients, which is
one of the goals of supervision.
(c) Having a good supervisory relationship is correlational to job satisfaction. According to
Mena, K. C., & Bailey, J. D. (2007), it was “revealed that the workers' sense of rapport
within the supervisory relationship is related to job satisfaction.” A constructive
supervisory relationship would thus mean job satisfaction and retention for the MSW (as
supervisee), especially during times when there is a demand for labor.
This reflection would be based on my first-hand experience of supervising MSWs in the
course of my work, and I would like to qualify beforehand that it is not intended to serve as a
professional framework, or industry standard/guide. I would be mainly focusing on two key
areas:
(a) Supervisory approaches which cater to the needs of MSWs; and
(b) Learnings and gleanings.

Supervisory Approaches Which Cater to the Needs of MSWs

I would say that of the supervisory approaches I have experimented with, the following are
what I would consider the top five best practices:

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1) Treat MSWs with respect, empower the experiences they had and acknowledge their
strengths. Settling into a new area of work in the social service sector after many years of
professional experience in an unrelated field could take a significant period of adjustment.
MSWs might thus find themselves feeling vulnerable, unsafe and uncertain. Such
emotions could be exacerbated by the requirement for them to report to a younger
supervisor. Under such circumstances, taking the effort to get to know them and showing
genuine interest and concern in their well-being could help to change the atmosphere in
the workplace. Letting the MSWs share their past experiences and acknowledging their
capabilities may allay their fears.
2) Drop the title (e.g. “Supervisor” etc.) Supervisors “are not in-charge but are responsible
for those under [their] charge” (Sinek, S., 2017). By interacting with MSWs “as if” on a
level playing field, this could be a gateway towards a partnership with them to achieve the
goals of supervision.
3) Speak the “unspoken”, acknowledge the differences and talk about them. To address
the concerns which MSWs might have, the best way is not to avoid discussing them. For
example topic of discussion may be along these lines; a) while it might be tough for
MSWs to accept a supervisor who is more junior both in terms of age and
professional/life experiences, it would be relevant to take time to process the differences
and engage the MSWs on this topic and (b) what they did not like in their previous
supervisors (names to be kept anonymous due to possible sensitivity). Encourage open
expression of concerns and seek to understand their capabilities and challenges. This
would facilitate a healthier start to a supervisor-supervisee relationship with the MSWs,
instead of letting the “unspoken” fester.
4) Lead with confidence and not with arrogance; create an ally and not an enemy.
Show your support and invest in the successes of MSWs. Help them be the best versions
of themselves in the workplace and never be afraid to ask for help from them when
needed. You will be surprised by how resourceful and willing they can be, to avail
themselves to provide the support required.
5) Be vulnerability. This would be a relational risk the supervisor takes. I have learnt that
there would be times where the MSWs are trained in certain therapy approaches that I
know very little about. In such a scenario, what worked for me was the honesty in sharing
with the MSWs that I am not trained in those therapy approaches and would hence not be
in a position to adequately supervise them. Initiating such open discussions to let the
MSWs know that the supervisor is not always “all knowing” and expressing interest to
learn from them could lead to MSWs feeling less vulnerable (‘more safety’), increase
their loyalty and develop trust in them.

Learnings and Gleanings

Imagine the feelings and thoughts that ran through the mind of the MSW as a young
supervisor walked into the room to meet the MSW for his/her first supervision. Among the
many emotions that swell up within, a predominant feeling would likely be a fear of the
unknown, that his/her livelihood and career is now in the hands of a stranger. This would

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translate to the MSW’s sense of vulnerability which is protected by layers on layers of
personas, narratives, schemas, thoughts and emotions. ‘‘Survival position’’ triggers a set of
strategies and beliefs that individuals adopt to protect and manage their vulnerabilities.
Quoting from Papp, P. (1983), “if the symptom is eliminated, then, the system will be
temporarily unregulated. In systemic terms, change is not a single solution to a single
problem…” At times, it is important to support and hold them in their position rather than
pushing for immediate change. It is a complex and delicate dance between the supervisor and
MSW on the therapeutic management of the change process; symptoms exhibited as
mechanism of self-regulation and a safe space into which the MSW can quickly retreat vis-a-
vis striving for change in their learning and professional growth.

One of the challenges a supervisor would at some point have to face, is a situation where
he/she would have to provide negative feedback. Prossack, A., (2018) depicted that
“Feedback is a manager’s best tool, but it’s only effective when it’s delivered properly…It’s
crucial to provide negative feedback in a constructive way.” I agree with this statement and
personally feel that before going into the delivery of the feedback, it would first be necessary
to build a good relationship with the MSWs, which can be done by giving affirmation when
appropriate, and not patronizing them. Through the relationship building process, the MSWs
could understand or come to realize that the supervisor has the MSW’s best interests at heart.
Any negative feedback provided, is not an attempt to put the MSW down in the form of a
personal attack, but more so to help the MSW to improve and become better in the
knowledge, skills and attitude required to carry out their work. It would thus be important for
the supervisor to help the MSWs understand the intent of the negative feedback and the
improvements which could be undertaken to bring about positive changes.

The next important aspect is how the feedback is conveyed. When not delivered properly, the
MSWs would not be receptive to the feedback, especially negative ones. Personally, I found
that giving a feedback with a statement accompanied by the use of reflexive questions
(Tomm, K., 1988) was more effective than conveying just the feedback alone. This approach
would help to provide some clarity on how the MSW was taking in the feedback. The
questions are intended to help the MSW interact with the feedback provided, assist the
supervisor to assess the meaning and impact of the feedback, encourage the MSW to analyze
his/her practice and clarify any misunderstanding. It would also be valuable to get a sense of
how the MSWs felt about the feedback shared with them. Checking in with the MSWs on
such feedback would create an opportunity for openness to be embraced within the
supervisor-supervisee relationship, as well as an acceptance of different views in a mutual
manner.
Accepting disappointments and conflicts in the supervisory relationship as part and parcel of
the learning and relationship building process with the MSWs is also crucial. Positive
relationships do not necessarily mean the absence of conflicts and differences. Conversely,
positive relationships are refined and shaped in the furnace of cordial negotiation, mutual
respect, seeking first to understand than to be understood, open communication, accepting
different perspectives and learning styles. It is important to analyze conflicts that arise,

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encourage discussion between the supervisor and MSWs on their responses to the conflicts,
and finally to brainstorm on possible resolution for the conflicts, including focusing on the
recovery process.

Conclusion
I hope what I have related so far would encourage younger supervisors to work with the
MSWs with a greater awareness, open-mindedness, and willingness to build a supervisory
alliance and resolve conflicts that may arise in the course of supervising them. I believe it is
the supervisor's obligation to be supportive and to co-construct an acceptable resolution when
encountering conflicts with the MSWs, as this would create a climate in which growth,
learning and optimal functioning can take place for both the supervisor and MSWs.
Personally, it has been a rewarding journey supervising the MSWs, given my similar humble
beginnings as a mid-career social worker myself. Over the course of 12 years in supervision,
my perception of them has since shifted and changed much as I could identify and empathize
with the challenges they faced in their foray into social work. It was through much self-
reflection and curiosity that I gained a deeper understanding of their needs, helping me to
create a greater influence and positive impact on them. I sought to attune to their needs,
create a safe and good relationship founded on trust, and engage them through active
collaborative interactions without limiting their potentials, strengths and professional
development.
All that I have undertaken thus far resonates with my personal value to “honor all men,
respect them and seek first to understand”. In doing so, respect was earned not by positional
power but through honesty and sincerity when interacting with the MSWs. With this, the
supervisory relationship became an organic, dynamic mutual way of spurring each other on to
greater growth. This impact on the supervisor and MSWs goes beyond the clinical aspect,
challenging us to a continued commitment to the calling of the social work profession.

“The outer world, and everyone in it, is just a mirror of our inner world.” By Dan Brule

Notes
(1) Parallel process is a phenomenon noted between therapist and supervisor, whereby
the therapist recreates, or parallels, the client's problems by way of relating to the
supervisor. The client's transference and the therapist's countertransference thus re-
appear in the mirror of the therapist/supervisor relationship. From Parallel process –
Wikipedia, url: en.wikipedia.org › wiki › Parallel_process

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Reference
Prossack, A., (2018) ForbesWomen. Retrieved from
https://www.forbes.com/sites/ashiraprossack1/2018/08/31/how-to-give-negative-feedback-
more-effectively/#34b35e834163

Hawkins, P., & Shohet, R. (2000), Supervision in the helping profession, (2 nd ed.), USA:
Open University Press

McNeill, B. W. & Worthen, V. (1989). The parallel process in psychotherapy supervision.

Professional Psychology 20(5), 329–333

Mena, K. C., & Bailey, J. D. (2007). The effects of the supervisory working alliance on
worker outcomes. Journal of Social Service Research, 34(1), 55–65

Papp, P. (1983). The process of change. New York: Guilford Press

Tomm, K. (1988) Interventive Interviewing: Part III. Intending to ask lineal, circular,
strategic or reflexive questions? Family Process, 27(1), 1-15

Sinek, S. (2017) Empathy - Best Speech of All Time. Retrieved from

https://www.youtube.com/watch?v=IJyNoJCAuzA