A Conceptual Framework for Evaluating Supervision Effectiveness

Abstract

The authors attempt to bridge the gap between the research literature on supervision and its application to evaluating individual supervisor effectiveness. A conceptual framework is presented for making decisions about evaluation. In this framework the decision maker is directed to consider three issues-the purpose of evaluation, the developmental stage of the counselor, and the focus of evaluation-in selecting measures of' effectiveness. Within this context, some promising measures of supervision effectiveness are discussed, and methods for linking changes in supervisee functioning to supervisor interventions are considered.Although there are a number of reviews of research on psychotherapy training and supervision (e.g., Ford, 1979;Lambert, 1980;Matarazzo, 1978;Russell, Crimmings, & Lent, 1984), most of the studies reviewed have focused on beginning counselor-therapists and the learning of basic counseling skills. These studies have been informative but offer little for guiding the individual supervisor about how best to assess counselor competence at different stages of training and in relation to supervisor interventions.The literature suggests that the need for evaluating supervision effectiveness is great but that the incidence is relatively low. Although the American Psychological Association (APA), for example, requires evaluation of psychology training in its approved programs, little systematic assessment of that training occurs (Norcross & Stevenson, 1984). Moreover, it seems that supervisor feedback and ratings are the principal sources of assessment of supervision, with few alternatives considered. Program decision makers (i.e., those responsible for educational interventions, such as supervisors, administrators, and advisers) are confronted with a diversity of measures and conflicting research findings. Yet, their choices of how to evaluate their programs depend on a clear reading of this literature.

The Relationship of Supervisory Styles to Satisfaction With Supervision and the Perceived Self‐Efficacy of Master's‐Level Counseling Students

“…Findings indicated that the attractive and interpersonally sensitive styles influenced satisfaction with supervision, whereas the task-oriented style influenced supervisees' perceived self-efficacy. Although supervisors may have their preferred styles of supervision, the findings of this study and previous research (Galassi & Trent, 1987) suggest that it would benefit supervisors to adopt varied styles in supervision.…”

Evaluation of Supervisees

“…Supervisors are the primary source of evaluations of counseling performance (Galassi & Trent, 1987), and rating scales are the predominant method of evaluation (Fuqua, Newman, Scott, & Gade, 1986). It is becoming increasingly clear, however, that evaluating coun-…”

Encouraging the Cognitive Development of Supervisees: Using Bloom's Taxonomy in Supervision

“…417-418). However, to date, the developmental models have not developed to the point of identifying the specific skills and interventions necessary to best facilitate counselor cognitive development at each stage of the process (Etringer, Hillerbrand, & Claiborn, 1995;Galassi & Trent, 1987). Developmental models stress the importance of matching the supervisor's behavior to the developmental needs ofthe supervisee (Littrell, Lee-Borden, & Lorenz, 1979).…”