Scroll Top
10 Old Grimsbury Rd, Banbury OX16 3HG, UK

Four Functions of Kadushin Model

Assessment 1: Individual Written Report (Word count : 1500-1800)

Task Brief:

Explain why the four functions of the Kadushin Model is of critical importance for both the supervisor and supervisee in their role: you must address all four areas in this context: (i) Administration Function; (ii) Education Function; (iii) Support Function; and (iv) Mediation Function.

Answer:

Four functions of the Kadushin Model and its importance for both supervisor and supervisee in their role

Introduction

The Kadushin Model is a widely used framework for understanding the supervisory relationship between a supervisor and a supervisee. The model, developed by Harvey Kadushin in 1976, identifies four key functions of supervision: administration, education, mediation, and support (Skidmore, 2021). In this paper, we will discuss why each of these functions is critical for the role of the supervisor and supervisee in a successful supervisory relationship.

The first function of administration is focused on managing the practical aspects of supervision. This includes setting goals, scheduling meetings, and completing required paperwork (Schmidt & Kariuki, 2019). Effective administration is critical for ensuring that supervision sessions are productive and efficient. It also ensures that the supervisee is meeting any necessary requirements for their profession.

The second function of education is focused on enhancing the skills and knowledge of the supervisee. This can include providing feedback on their practice, teaching new techniques or theories, and sharing resources and information. Effective education can help the supervisee improve their practice and achieve their professional goals.

The third function of mediation is focused on managing the relationship between the supervisor and supervisee. This can include addressing conflicts or misunderstandings, building trust and rapport, and ensuring that communication is clear and effective. Effective mediation can help the supervisee feel supported and valued, which is critical for their professional growth.

Finally, the fourth function of support is focused on providing emotional support to the supervisee. This can include offering encouragement and validation, helping the supervisee cope with stress or difficult situations, and ensuring that their personal needs are being met. Effective support can help the supervisee feel confident and motivated, which is critical for their success in their profession(Newcomb, 2022).

In this paper, we will explore why each of these four functions is essential for the supervisory relationship. We will examine how they work together to create a supportive and effective supervisory relationship. We will also discuss some of the challenges that can arise in the supervision process and how the Kadushin Model can help address these challenges.

Main body

The Kadushin Model

This Model provides a valuable framework for understanding the complex and dynamic relationship between a supervisor and a supervisee (O’Donoghue & Engelbrecht, 2021). By understanding the importance of administration, education, mediation, and support, supervisors and supervisees can work together more effectively to achieve their professional goals and provide high-quality services to their clients.

Administration Function

The administration function of the Kadushin Model is a critical aspect of the supervisory relationship between a supervisor and a supervisee (Enlow et al., 2019). It is concerned with the practical and logistical aspects of the supervision process, such as case allocation, workloads, assessments, meeting timelines, and adhering to policy and professional standards. This function is essential for ensuring that the supervision process is efficient, effective, and accountable to the organization.

For the supervisor, the administration function is important because it ensures that the supervisee is meeting the organization’s requirements and standards (Weiss-Dagan et al., 2018). By monitoring the supervisee’s workload and progress, the supervisor can identify any issues or concerns early on and provide feedback and support to address them. This function also allows the supervisor to ensure that the supervisee is managing their time effectively and meeting their responsibilities to their clients or patients.

For the supervisee, the administration function is important because it provides a structure and framework for their work. It ensures that they are meeting the requirements and standards set by the organization and their profession. This function also provides a sense of accountability and support, as the supervisee knows that they can rely on their supervisor to provide guidance and feedback on their work(Wong, 2022).

Also, the administration function can provide opportunities for the supervisee to develop important skills such as time management, priority setting, and report writing. These skills are critical for success in their profession and can be applied in other aspects of their work(Pawar, & Anscombe, 2022).

The administration function of the Kadushin Model is of critical importance for both the supervisor and the supervisee. It ensures that the supervision process is efficient, effective, and accountable to the organization (Pawar, & Anscombe, 2021).

Education –

The education function of the Kadushin Model is an essential aspect of the supervisory relationship between a supervisor and a supervisee. It is concerned with enhancing the skills and knowledge of the supervisee, encouraging critical and reflective thinking, and promoting professional growth and development (Kettle, 2015). This function is crucial for ensuring that the supervisee is equipped with the necessary skills and knowledge to provide high-quality services to their clients or patients.

For the supervisor, the education function is important because it allows them to share their clinical expertise and insights with the supervisee. By offering guidance, feedback, and support, the supervisor can help the supervisee develop their own ‘practice wisdom’ and achieve professional growth. This function also enables the supervisor to challenge the supervisee to think critically and take appropriate professional risks in order to enhance their skills and knowledge.

For the supervisee, the education function is important because it provides opportunities for professional development and growth. By engaging in critical and reflective thinking, the supervisee can gain new insights and perspectives that can enhance their ability to provide effective services to their clients or patients. This function also allows the supervisee to receive guidance and feedback from the supervisor, which can help them to identify areas for improvement and develop strategies to address them (Prestridge, 2019).

Also, the education function can also promote a commitment to professional discipline. By encouraging the supervisee to engage in ongoing learning and development, the supervisor can help them to stay up-to-date with the latest research, trends, and best practices in their field. This commitment to ongoing learning and development is essential for ensuring that the supervisee is providing the highest quality services to their clients or patients.

Support –

The supervisory relationship between a supervisor and a supervisee must include the support role of the Kadushin Model. It focuses on giving the supervisee the resilience and self-assurance they need to do their work properly as well as emotional support when necessary (Beddoe & Davys, 2016). This role is essential to ensuring that the supervisee feels respected, encouraged, and inspired to keep offering their patients or clients high-quality services.

The support function is crucial for the supervisor because it enables them to foster an environment that encourages job satisfaction, lessens burnout, and boosts retention rates. The supervisor can assist the supervisee in building the required resilience to handle the stressors and difficulties of the job by providing emotional support, encouragement, and advice (Rankine, 2017). The supervisor can use this function to address any issues or worries the supervisee may have and to give constructive, encouraging feedback.

For the supervisee, the support function is important because it helps them to feel valued, supported, and motivated in their role. By receiving emotional support and encouragement from the supervisor, the supervisee can develop the necessary resilience to cope with the demands of the job, and feel more confident in their abilities. This function also enables the supervisee to address any personal issues or challenges that may be affecting their performance, and to receive guidance and support in dealing with them (Pette, 2021).

Mainly the support function is crucial for maintaining professional boundaries in the supervisory relationship. By focusing on the professional performance of the supervisee, and not the resolution of personal issues that may require therapy, the supervisor can ensure that the supervisory relationship remains professional, ethical, and effective.

Mediation –

The Kadushin model’s mediation function is crucial because it aids both the supervisor and the supervisee in resolving disagreements and issues that may develop at work. Any workplace will inevitably have conflict, and how it is handled can have an impact on both team dynamics and the working environment. In order to help their supervisees deal with these issues and foster a supportive work environment, the supervisor plays a critical role(Ali, 2021).

Mediation can take place between team members, between practitioners and management, or between practitioners and clients or patients. The supervisor can offer direction and assistance in addressing these issues, including problem-solving tactics, communication strategies, and conflict-resolution techniques. Moreover, maintaining employee morale, advocating for staff groups, and assisting supervisees in understanding organisational policies and changes are also components of this task.

Good mediation can enhance team dynamics and interpersonal interactions, which can boost employee retention and job satisfaction. Ineffective dispute resolution can increase stress and burnout, decrease productivity, and increase worker turnover. The establishment of new policies or processes to avoid future disputes can also benefit from the identification of underlying problems that can be resolved through mediation(Ali, 2021).

Learning conflict resolution techniques can help the supervisee improve professionally and personally by improving their professional skills. Developing an awareness of many viewpoints, active listening, and critical thinking abilities are necessary for mediation. Along with increasing independence in dispute resolution, it also entails gaining confidence in handling complex situations.

The Kadushin model’s mediation function is extremely significant for both the supervisor and supervisee. It facilitates the resolution of disputes, encourages a positive workplace culture, and enhances team interactions. Mediation abilities help the supervisee advance professionally and improve their capacity to handle challenging situations on their own.

Conclusion

A helpful framework for comprehending the supervisory relationship between a supervisor and a supervisee is the Kadushin Model. The model specifies four crucial tasks that must be performed for supervision to be successful: administration, instruction, support, and mediation. To make sure that the supervisory process is effective, efficient, and accountable to the company, each function is essential.

The administration role looks after the operational and logistical parts of the supervising process and makes sure the supervisee is abiding by the rules and standards of the company. The education function plays a significant role in enhancing the supervisee’s skills and knowledge, encouraging critical and reflective thought, and promoting professional development. The support function is crucial for providing the resilience and self-assurance the supervisee needs to perform well as well as for providing emotional support when necessary. Not least, but as important, is the mediation function, which is crucial for settling disputes and issues that could develop at work.

For both the supervisor and the supervisee, the Kadushin Model provides a framework for effective communication, problem-solving, and professional development. Understanding and utilising these functions can help supervisors and supervisees create a positive and encouraging work environment that supports job satisfaction, reduces burnout, and increases retention rates.

The Kadushin Model is a useful tool for supervisors and employees in the human services industry, to sum up. By comprehending and putting to use the four primary functions of administration, education, support, and mediation, they can create a productive and supportive work environment that promotes professional growth and development, enhances team dynamics and interpersonal interactions, and ensures the highest quality services to clients or patients.

Reference List

Journal Articles

Ali, M., Li, Z., Khan, S., Shah, S. J., & Ullah, R. (2021). Linking humble leadership and project success: the moderating role of top management support with mediation of team-building. International Journal of Managing Projects in Business, 14(3), 545-562.https://www.researchgate.net/profile/Ali-Mudassar/publication/343723447_Linking_humble_leadership_and_project_success_the_moderating_role_of_top_management_support_with_mediation_of_team-building/links/60387e9b92851c4ed5993282/Linking-humble-leadership-and-project-success-the-moderating-role-of-top-management-support-with-mediation-of-team-building.pdf

Enlow, P. T., McWhorter, L. G., Genuario, K., & Davis, A. (2019). Supervisor–supervisee interactions: The importance of the supervisory working alliance. Training and Education in Professional Psychology, 13(3), 206. https://psycnet.apa.org/record/2019-46164-009

Newcomb, M. (2022). Supportive social work supervision as an act of care: A conceptual model. The British Journal of Social Work, 52(2), 1070-1088.https://academic.oup.com/bjsw/article-abstract/52/2/1070/6276555

Pawar, M., & Anscombe, A. W. (2022). Models of Professional Supervision in Social Work. In Enlightening Professional Supervision in Social Work: Voices and Virtues of Supervisors (pp. 71-97). Cham: Springer International Publishing.https://link.springer.com/chapter/10.1007/978-3-031-18541-0_4

Pettes, D. E. (2021). Staff and student supervision: A task-centred approach. Routledge.https://books.google.co.in/books?hl=en&lr=&id=TfNMEAAAQBAJ&oi=fnd&pg=PT8&dq=For+the+supervisee,+the+support+function+is+important&ots=HSOwDqY6UR&sig=htg6XTVnhk1EuTBomCPGO1dO4OY&redir_esc=y#v=onepage&q=For%20the%20supervisee%2C%20the%20support%20function%20is%20important&f=false

Prestridge, S. (2019). Categorising teachers’ use of social media for their professional learning: A self-generating professional learning paradigm. Computers & education, 129, 143-158.https://research-repository.griffith.edu.au/bitstream/handle/10072/391850/Prestridge363215Accepted.pdf?sequence=3

Rankine, M. (2017). Making the connections: A practice model for reflective supervision. Aotearoa New Zealand Social Work, 29(3), 66-78.https://search.informit.org/doi/abs/10.3316/informit.335833431993259

Roscoe, J. (2021). Conceptualising and managing supervisory drift. The Cognitive Behaviour Therapist, 14, e37.  https://doi.org/10.1017/S1754470X21000350

Schmidt, G., & Kariuki, A. (2019). Pathways to social work supervision. Journal of Human Behavior in the Social Environment, 29(3), 321-332.https://doi.org/10.1080/10911359.2018.1530160

Weiss-Dagan, S., Ben-Porat, A., & Itzhaky, H. (2018). The contribution of role characteristics and supervisory functions to supervision effectiveness. Clinical Social Work Journal, 46, 341-349. https://doi.org/10.1007/s10615-018-0675-4

Wong, P. Y. J., Wong, K. L., Ghoh, C., & Chiu, M. Y. L. (2022). Supervision of supervisory practice: From idea to practice. International Social Work, 00208728211073648.https://journals.sagepub.com/doi/pdf/10.1177/00208728211073648

Websites and books

Beddoe, L., & Davys, A. (2016). Challenges in professional supervision: Current themes and models for practice. Jessica Kingsley Publishers.https://books.google.co.in/books?hl=en&lr=&id=KO8ZDAAAQBAJ&oi=fnd&pg=PP2&dq=+Challenges+in+professional+supervision.+&ots=3mTDS5zZ_n&sig=r0p5f_h1cbgibcJxzUXLF0eq_Oo&redir_esc=y#v=onepage&q=Challenges%20in%20professional%20supervision.&f=false

Kettle, M. (2015). Achieving effective supervision. Iriss.https://www.iriss.org.uk/resources/insights/achieving-effective-supervision

O’Donoghue, K., & Engelbrecht, L. (Eds.). (2021). The Routledge International Handbook of Social Work Supervision. Routledge.https://books.google.co.in/books?hl=en&lr=&id=hxMtEAAAQBAJ&oi=fnd&pg=PT19&dq=The+Routledge+International+Handbook+of+Social+Work+Supervision.&ots=epsca9AldF&sig=nRKArJyo3lkiYcwcxX2OpY8qdlI&redir_esc=y#v=onepage&q=The%20Routledge%20International%20Handbook%20of%20Social%20Work%20Supervision.&f=false

Skidmore, E. (2021). Excellence in Supervision and Management: The Kadushin Model. Global Centre for Creative Learning. https://gccltraining.com/excellence-in-supervision-and-management-the-kadushin-model/

Related Posts

Leave a comment

× WhatsApp Us