1 3 Leadership And Supervision Self-Reflection June 5, 2022 Section 1 Leaders

Leadership And Supervision Self-Reflection
June 5, 2022
Section 1
Leaders and supervisors play a vital role in an organization, and their decisions and actions affect the achievement of its objectives. A more admired view of the role of supervisors and leaders is that they work with human assets in the organization and utilize this human force to achieve the organization’s objectives. As such, their actions and decisions affect how humans react. This way, successful skills that they possess must promote a better response from their followers. In other words, a leader needs to use strategies that will make their juniors act in the way they wish them to. Different theories of human behavior identify factors that explain why humans behave the way they do. Leaders can apply these theories to design and develop the best leadership skills that can allow them to lead effectively. Also, our code of ethics and best practices developed by the NASW and ASWB give essential insights on best practices for leaders and supervisors.
The transformational leadership theory explains the qualities of leaders that help them change both individuals and the overall social systems in society. Leaders have a role in changing the way people they work with think (Korejan & Shahbazi, 2016). This includes motivating them and helping them have a favorable view and perception of their jobs. One concept of this theory is idealized influence, where leaders have a significant role in impacting positive ideas to their juniors. Further, this theory introduces the concept of intellectual stimulation. Best leadership practices, as such, seek to stimulate the minds of followers so that they can innovate and create solutions to existing problems (Korejan & Shahbazi, 2016). Also, this leadership does not ignore the individual in a team. In other words, the leader appreciates that though an individual is a part of the larger society, they are unique. As such, they treat individuals with respect and dignity. Lastly, this theory suggests that leaders have a role in providing inspirational motivation to their followers. Supervisors and leaders need to apply transformational leadership style to positively impact the lives of individual employees and help the organization achieve its objectives.
Another leadership theory that helps bring observed human behavior concepts into perspective is the Critical Theory. Just as its name suggests, this theory seeks to critique social ideologies that though false, have come to be accepted and normalized (How, 2017). In other words, this theory seeks to change the entire society or a small community like the organization’s culture, which may be creating oppression. A leader applying this theory in leadership observes the false ideologies and sets initiatives to eliminate such norms in the workplace. For instance, if the leader or supervisor observes that their workplace is dominated by one gender, and they believe that males or females who dominate their area of practice do not necessarily produce better results, they can push through provided systems in the organization to enhance more gender parity. Further, supervisors and leaders should listen to the employee’s grievances and respond (How, 2017). For instance, the supervisors and leaders ensure that employees are not overworked, have paid overtime, and enjoy their leave days.
The NASW code also informs the best leadership and supervisory practices of ethics. This code of ethics provides six core values that guide social workers. NASW explains that social workers are generally at the service of the community, individuals, and populations that they identify as needy or need intervention to enjoy a quality life. NASW introduces such values as integrity, service, and competence (NASW, n.d.). These three values help to provide both values and qualities a social worker should possess to serve humanity well. Other values discussed by this code of ethics include human relationships, human dignity, and social justice (NASW, n.d.). The last three values, I feel, are the essential qualities that influential leaders and supervisors should possess. Without loss of generality, these values promote leaders’ decisions aligned with ethical or moral values. As good leaders should make ethical decisions. The values in the NASW code of ethics help leaders make more ethical decisions and practice both in their day-to-day activities and make long-term corporate decisions (NASW, n.d.). For instance, in adhering to social justice, leaders make high-level organizational decisions that promote equal employment opportunities. On a day-to-day basis, they make decisions on individual cases like respecting individual diversity, investigating inequality treatment in the workplace, and intervening in individual cases whenever they emerge.
Also, best leadership practices should be informed in NASW and ASWB Standards of Best Practice on Supervision. Five standards are described in detail and help enhance social practice supervision. The first standard defines the context of supervision, where leaders need to know their scope of practice and understand other conduct under different situations like dual supervision and interdisciplinary supervision (Cardona et al., 2013). For instance, under dual supervision, where more than one supervisor supervises an employee, there is a need to have clearly defined responsibilities the employee has to each supervisor and their evaluation schemes. Other standards describe the conduct of supervision and guide on issues that touch on the legal and regulatory frameworks, ethical issues, and technology. Considering the rapid evolution of technology and its massive adoption in today’s corporate world, distance supervision assisted by technology has become more authentic in recent years (Cardona et al., 2013). It is essential to appreciate the benefits of video conferencing, for instance, and be aware of how such tools may infringe the employee’s privacy, autonomy, and rights. It is thus essential to be aware of how to mitigate risks associated with such breaches to protect both the employee and the supervisor from malpractice issues.
Cultural competence is another factor that defines good leaders and supervisors. It defines one’s ability to lead with people of different personalities and cultural values. NASW provides a list of 10 standards and indicators that can help identify one with cultural competence (Deer et al., 2015). The guidelines establish values and ethics, self-awareness, professional education, cross-cultural skills, and knowledge and service delivery. These guidelines provide that a culturally competent leader conforms to the code of ethics discussed earlier. For instance, such leaders should value relationships and treat people with dignity (NASW, n.d.).
Further, one needs to be aware of their cultural values and those of others. Cultural awareness breeds cultural competence, which can be enhanced through training and impacting leaders with cultural skills and knowledge (Deer et al., 2015). Culturally competent leaders and supervisors can decide to respect diversity in their employees.
Section 2
Insights from best practices for adequate supervision and leadership can be categorized into competency areas. These areas help describe necessary capabilities for leaders. Leaders as such should meet the following requirements and adopt the leadership skills discussed:
Developing practical organizational and interpersonal communication skills.
Several leadership qualities identified in section 1 above align with building strong interpersonal communication skills (Korejan & Shahbazi, 2016). This includes respecting such values as the importance of relationships and respecting human dignity and worth. Further, better communication skills can be enhanced by adopting cultural competence skills (Deer et al., 2015). Further, influencing others through ideas as described under the transformational leadership theory is also relevant here.
Managing time and tasks effectively.
Important aspects drawn from section 1 can also advance the leader’s time and task management abilities. For instance, in the best practice guideline discussed above, such values as service delivery are discussed. More importantly, social work supervision, including using technology to supervise employees working remotely, can help manage time and tasks effectively (Cardona et al., 2013). In the context of dual supervision, the supervisor can track tasks at their designated time and not clash with demands from another supervisor.
Managing different personalities and conflicts, hiring, performance evaluation, disciplinary action, and termination.
Diversity competence helps one to manage people of different traits and personalities. The values drawn from the code of ethics like social justice and critical theory counter social problems like racism and discrimination of people based on gender. Other factors can be countered while making hiring decisions, evaluating employee performance, and other HR roles, which supervisors and leaders influence (Cardona et al., 2013, NASW, n.d.). Besides, performance evaluation is mentioned under supervision standards, particularly dual supervision.
Maintaining ethics, confidentiality, and liability.
Maintaining ethics and observing ethical values of confidentiality and appropriate liability helps the supervisors and leaders to gain employees’ loyalty. Employees will be open to their employers and seniors at work who respect confidentiality and protect the employees’ identity on matters that would demoralize them (Cardona et al., 2013, Deer et al., 2015). Further, the supervisors take responsibility and are liable for things that go wrong in their dockets and do not transfer such liability to junior employees always, even when the mistake is from the supervisors.
Practicing professional development, self-care, personal reflection, and self-correction.
This is another essential category where leaders and supervisors enhance their knowledge, especially by learning in their work. Exposure on the ground will help the leaders observe the behaviors of the employees. Through self-reflection, leaders should be able to tell a generalized form of ideas about best leadership and supervision practices that lead to the best human response from their juniors (Cardona et al., 2013). This informs their behavior of a self-correct action they previously engaged in but found to be less effective.
Developing and managing an effective culturally competent practice, including organizational culture and environment.
This area concerns the culture of an organization. This especially takes on the higher-level decisions regarding formalizing desired cultural concepts in the organization. Such concepts as respect for varsity, observance of ethical values, and employee treatment should be inculcated into the organization’s culture (Deer et al., 2015). Also, in leaders’ and supervisors’ day-to-day activities and decisions, they should use this organization’s culture as a guideline.
Section 3
Supervisors need to possess exercise collaborative skills in their work to train supervisees on how to use technology. One critical skill is the ability to interact and communicate well with supervisees. Communication skills help the supervisor communicate effectively and make the message known to his juniors (Cardona et al., 2013). Further, this also helps them be persuasive and use persuasive skills to motivate action from the juniors. Further, such a leader needs to have teamwork skills that value ethical principles, standards, and values (NASW, n.d.). Essentially, by valuing the importance of r3lationships as a value in ethical values of social workers, the leader can create strong relationships in the team.
Leaders also need to possess knowledge about human behavior and can use this to enhance the adoption of new technologies. For instance, leaders need to possess transformational leadership knowledge and use it to improve the supervisee’s ability to learn a valuable new technology (Cardona et al., 2013). Essentially, transformational leaders are open to new ideas and thinking. They are also committed and have the capability of inspiring participation. They use this skill to enhance collaboration and team working among the supervisees. Also, the supervisors need to demonstrate trust in their team members. This trust allows them to delegate tasks to their juniors, who then can learn hands-on the tasks. Learning by interacting with new technologies gives the employees a chance to learn valuable knowledge through exposure and experimentation (Cardona et al., 2013). This also breeds innovation and creativity among the supervisees, a critical value to the organization using technology to define its competitive advantage.
Section 4
I feel I have strengths and some challenges from the best practices identified in section 3 above. For instance, through this course, I have learned a wide range of skills that make up best practices for supervisors and leaders. Gaining these skills helps me in the application, enhancing collaborative leadership in training supervisees on effective use of technology systems (Cardona et al., 2013). In addition to my knowledge, I feel I am good at teamwork. I value human relationships and live to keep long-term relationships. Besides, I respect people’s dignity and hold fundamental values like confidentiality, values that help to interact with people well and create cohesion in teams. These skills will help me achieve effective leadership and supervision in the future.
However, though I feel I am good at communication and possess a variety of practical communication skills, I still have a significant gap in development. I feel confident about my communication skills, including effective articulation of the message and clarity in both written and spoken messages. However, I need to develop my skills, especially when it comes to solid persuasion skills that help transformational leaders influence people to act. Developing persuasive skills would help to enhance my leadership effectiveness even more (Korejan & Shahbazi, 2016). Another area I feel I need to learn is on taking feedback. Moreover, taking no viral feedback, especially considering diversity, can be challenging. In essence, this calls me to enhance my diversity competence by appreciating diversity and learning core skills on handling diverse cultures and how they come to light through verbal cues.
Cardona, R., Randall, A.D., Franklin, F., Groshong, L.W., MacDonald, A., Noble, D., Shepherd-Vernon, B. & Ulteig, D. (2013). Best Practice Standards in Social Work Supervision. Social Workers Org, https://www.socialworkers.org/LinkClick.aspx?fileticket=GBrLbl4BuwI&portalid=
Deer, A.E., Fong, L., Jaipaul, I.K, Montero, E., Moreda, I., Hendricks, C.O., Showers, R.D., Simmons, C., Starks, S.H., Vakalahi, H.F., Bird, N.Y. (2015). Standards and Indicators for Cultural Competence in Social Work Practice. Social Workers Org, https://www.socialworkers.org/LinkClick.aspx?fileticket=PonPTDEBrn4
How, A. (2017). Critical theory. Macmillan International Higher Education.
Korejan, M. M., & Shahbazi, H. (2016). An analysis of the transformational leadership theory. Journal of   Fundamental and Applied Sciences, 8(3), 452-461.
NASW. (n.d.). The National Association of Social Workers (NASW) Code of Ethics. The University of Alaska Fairbanks, https://www.uaf.edu/socwork/student-information/checklist/(D)-NASW-Code-of-Ethics.pdf