It is imperative for any supervisory role regardless of the context be conducted within a professional set-up that is well-structured for effective performance to be realized. Such should be the case whether it is group supervision or individual supervision involving just the supervisor and the supervisee. As such, a well-structured supervisor-supervisee relationship may be construed to consist of the steps discussed below.
The first step should entail activities revolving around a definition of the expected professional relationship. According to Valentino, LeBlanc, and Sellers (2016), defining the link should be the first step in a professional setting since it is appropriate for the supervisor first to clarify the relationship. Turner, Fischer, and Luiselli (2016) add that this step also involves the supervisor setting up a schedule that would guide the entire supervisory experience to make the relationship clear and professional. Noell et al. (2000) refer to this definition of the relationship as 'discussing the intervention schedule' with the supervisee or trainee. Secondly, the supervisee has to jointly with the supervisee, set up performance expectations. Turner, Fischer, and Luiselli (2016) contend that this step results in a reciprocal give-and-take relationship, which reinforces mutual accountability between the supervisor and their supervisee(s). Noell et al. (2000) call this stage, defining the 'baseline for implementation.'
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The third step involves follow-up activities intended at gauging the performance of the supervisor-supervisee relationship. Turner, Fischer, and Luiselli (2016) postulate that trainee performance has to be consistently assessed and equally documented by the supervisor throughout the professional relationship. Noell et al. (2000) augment that this step enables the supervisor to gauge, understand, and even improve on subsequent supervisory sessions by improving on the former. This step is similar to what Valentino, LeBlanc, and Sellers (2016) refer to as the evaluation of outcomes of the supervision process. Following these steps is thus likely to lead to a comprehensive but functional supervisor-supervisee relationship.
References
Noell, G. H., Witt, J. C., LaFleur, L. H., Mortenson, B. P., Ranier, D. D., & LeVelle, J. (2000). Increasing intervention implementation in general education following consultation: A comparison of two follow‐up strategies. Journal of Applied Behavior Analysis , 33 (3), 271-284.
Turner, L. B., Fischer, A. J., & Luiselli, J. K. (2016). Towards a competency-based, ethical, and socially valid approach to the supervision of applied behavior analytic trainees. Behavior Analysis in Practice , 9 (4), 287-298.
Valentino, A. L., LeBlanc, L. A., & Sellers, T. P. (2016). The benefits of group supervision and a recommended structure for implementation. Behavior analysis in practice , 9 (4), 320-328.
