This describes the essential skills and knowledge and their level required for this unit

Essential knowledge

The candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit manage the task and manage contingencies in the context of the identified work role

These include knowledge of

Theory and models of supervision

The role of supervision including the role in building the supervisees competence to support their work practice and the role of supervision to meet organisation requirements

Roles and responsibilities of supervision

Understand the application of strengthsbased practice and tools in supervision

Understand principles of strengthsbased practice

Knowledge of microskills used in setting up a learning relationship with a client

Knowledge of own strengths and growth areas

Understand the impact of expectations including client organisation and supervisee expectations and the corresponding pressures this can bring to the supervisee

Essential skills

It is critical that the candidate demonstrate the ability to

Apply strengthsbased principles when providing supervision

Recognise and remain within bounds of own practice

Understand the limitations and boundaries of the practitioners role within the context of their responsibilities within their agency and manage own and others expectations in relation to these

Demonstrate awareness of self and how experiences biases values and beliefs of self and significant others in own life may impact on own work practice and ability to provide strengthsbased supervision

Identify respect and foster supervisees strengths

Identify and address social personal cultural and structural constraints to peoples growth

Reflect positive attitudes about peoples dignity capacities rights uniqueness and commonalities

Work consultatively and collaboratively with supervisee to identify future goals and visions and to effect changes toward these

Elicit supervisee strengths to put towards possibilities for change

Motivate supervisees to effect changes in their lives through the fostering of their strengths

Work constructively to complement peoples existing strengths and assist them with solution building approaches rather than problem solving approaches

In addition the candidate must be able to effectively do the task outlined in elements and performance criteria of this unit manage the task and manage contingencies in the context of the identified work role

These include the ability to

Acknowledge and address power imbalances between supervisors and supervisees

Recognise and address dynamics inherent in organisation practices and structures that are incongruent with strengthsbased principles and processes

Use open honest effective and appropriate communication which is at all times respectful and promotes a partnership approach to working with people based on consultation collaboration and mutual learning

Work inclusively with the whole person considering the full range of possible influences in their lives including

personality culture language religion age gender family of origin education levels learning abilities economic situation social context health disabilities and issues

the interplay and dynamics of each of the above

ability to respond respectfully to the whole person demonstrating inclusive practice through competently valuing each and every person as a whole unique individual

The evidence guide provides advice on assessment and must be read in conjunction with the Performance Criteria Required Skills and Knowledge the Range Statement and the Assessment Guidelines for this Training Package

Critical aspects for assessment and evidence required to demonstrate this unit of competency

The individual being assessed must provide evidence of specified essential knowledge as well as skills

Evidence of competency in this unit will need to be assessed over a period of time in order to gather evidence of performance

This will include contexts applicable to the work environment such as actual or simulated workplace situations involving a combination of direct indirect and supplementary forms of evidence

Assessment must confirm sufficient ability to apply strengthsbased approach to the provision of supervision over a sustained period of time

Access and equity considerations

All workers in community services should be aware of access equity and human rights issues in relation to their own area of work

All workers should develop their ability to work in a culturally diverse environment

In recognition of particular issues facing Aboriginal and Torres Strait Islander communities workers should be aware of cultural historical and current issues impacting on Aboriginal and Torres Strait Islander people

Assessors and trainers must take into account relevant access and equity issues in particular relating to factors impacting on Aboriginal andor Torres Strait Islander clients and communities

Context of and specific resources for assessment

This unit can be assessed independently however holistic assessment practice with other community services units of competency is encouraged

Resource requirements for assessment include access to

a relevant workplace or an appropriately simulated environment where assessment may take place

Method of assessment

Evidence for assessment of competence may be gathered by appropriate combination of the following

demonstration of competency within the working environment in the provision of supervision using a strengthsbased approach

realistic simulations projects previous relevant experience or oral questioning on what if scenarios case presentations written assessment

observation of processes and procedures oral andor written questions on essential knowledge and skills and consideration of required attitudes

where performance is not directly observed andor is required to be demonstrated over a period of time andor in a number of locations any evidence should be authenticated by colleagues supervisors clients or other appropriate persons

The assessment environment should not disadvantage the candidate

Assessment practices should take into account any relevant language or cultural issues related to Aboriginality gender or language barriers other than English

Where the candidate has a disability reasonable adjustment may be applied during assessment

Language and literacy demands of the assessment task should not be higher than those of the work role

Supervision may include but is not limited to:

Principles of strengths-based practice in supervision must include:

Strengths-based tools may include:

Issues that can occur in supervision may include but are not limited to: