Responsibilities and training

Responsibility of the supervisee and supervisor

The supervisor and supervisee are equal partners within a supervision agreement and both parties have responsibility for successful navigation of the session. The responsibility of the supervisee is:

• preparing for supervision sessions by keeping a log of events and identifying experiences and topics to bring to the session
• presenting issues in a way that allows the most economical use of the allocated time available
• setting and monitoring their own learning aims
• being open to discussion with the supervisor
• being open to feedback, learning to identify what is useful
• providing feedback to the supervisor to ensure the relationship stays meaningful

• take responsibility for self-directed learning that includes a commitment to ongoing professional development
• protect time for supervision. Sessions should only be cancelled in extenuating circumstances. Being ‘too busy’ should not be considered a reasonable reason to cancel. The restorative function of supervision means it allows the development of resilient and knowledgeable practitioners that ensures safety and wellbeing
• be aware that the supervision relationship may take time to develop and needs to be reviewed and adapted to meet your changing needs  

For the supervisor, the responsibilities may include:

• building a safe supportive space through ensuring a welcoming environment and listening without judgement or prejudice
• clarifying and negotiating the supervision agreement to ensure shared understanding of its purpose
• having the appropriate skills and knowledge to facilitate supervision.
• respectful challenge
• giving and receiving feedback
• respecting feelings and experiences

As both partners have an equal position in the relationship, the logistics – including documentation, booking meeting rooms, scheduling appointments etc - should be discussed as part of the supervision agreement.

Training for supervisors

As with any element of practice, you should only offer supervision if it is within your scope of practice¹ meaning that supervisors must have the required knowledge, skills and experience. To obtain this, the BDA would encourage dietitians to access training in supervision skills.

Key skills and knowledge that should be obtained prior to providing supervision may include an understanding of:

• supervision definitions and purpose
• different models of supervision
• models of skills acquisition
• learning models, styles and preferences
• communication skills including facilitation, coaching, negotiation, resolving conflict and strategies for difficult conversations, creating the conditions for effective supervision, providing feedback
• reflection; theories, models and frameworks
• clinical and professional governance