Supportive Supervision – PST06101 Leadership and Management

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NTA Level 6 • Semester 1 • PST06101

Supportive Supervision

Leadership and Management • Source Session/Topic 19
Full source-text version: all educational wording from the extracted learning source is retained; only presenter/tutor metadata and web-layout noise are removed, while formatting is improved for readability.

Session 19: Supportive Supervision

Total Session Time: 120 minutes

Prerequisites

• None

Learning Tasks

By the end of this session students are expected to be able to:

• Define supportive supervision
• Explain importance of supportive supervision in pharmaceutical services
• Enumerate types of supportive supervision
• List competences of a supervisor
• Describe roles of a supervisor

Resources Needed:

• Flip charts, marker pens, and masking tape
• Black/white board and chalk/whiteboard markers
• LCD projector and computer
• Note books and Pens

SESSION OVERVIEW

Activity/

Step Time Content

Method

1 05 minutes Presentation Introduction, Learning Tasks

2 05 minutes Presentation Supportive Supervision

20 minutes Presentation Importance of Supportive Supervision in

3

Buzzing Pharmaceutical Services

10 minutes Presentation

4 Types of Supportive Supervision

Brainstorming

30 minutes Presentation

Characteristics of Supportive Supervision to

5 Small group

Pharmaceutical Services

Discussion

6 10 minutes Presentation Competences of a Supervisor

7 30 minutes Presentation Roles of a Supervisor

8 05 minutes Presentation Key Points

9 05 minutes Presentation Evaluation

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SESSION CONTENTS

STEP 1: Presentation of Session Title and Learning Tasks (5 minutes)

READ or ASK students to read the learning tasks and clarify

ASK students if they have any questions before continuing.

STEP 2: Definition of Supportive Supervision (5 minutes)

• Supportive supervision is the process of assisting, guiding, facilitating, training junior

staff by a senior staff with the intention of building capacity of the junior staff.

STEP 3: Importance of Supportive Supervision in Pharmaceutical Services

(30 minutes)

Activity: Buzzing (5 minutes)

Ask students to pair in 2 and buzz on the following:

• What is the Importance of supportive Supervision in pharmaceutical services?

ALLOW few students to respond

WRITE their responses on the flip chart/board

CLARIFY and SUMMARISE by using the content below

• It aims to improve health worker‘s performance in relation to quality health services

delivery at pharmaceutical unit.

• Help staff at pharmaceutical to identify, analyze and address needs and problems
• Facilitate and improve the skills and motivate staff at pharmaceutical unit
• It assists to identify and plan training needs of pharmaceutical staff
• Gives room for on job training hence providing continuing professional development

(CPD) at pharmaceutical staff

• Supportive supervision facilitates team work or team spirit at pharmaceutical unit
• It improves communication within the pharmaceutical unit and facility level
• Supportive supervision at pharmaceutical unit, provide leadership, support and motivate

health workers to improve their own performance and unit performance.

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STEP 4: Types of Supportive Supervision (15 minutes)

Activity: Brainstorming (5 minutes)

Ask students to brainstorm on the following question:

• What are the types of supportive supervision?

ALLOW few students to respond

WRITE their responses on the flip chart/ board

CLARIFY and SUMMARISE by using the content below

• Planned/Routine Supervision
• Focused Supervision
• Unscheduled/Ad hock Supervision

STEP 5: Characteristics of Supportive Supervision to Pharmaceutical Unit

(30 minutes)

Activity: Small Group Discussion ( 20 minutes)

DIVIDE students into small manageable groups

ASK students to discuss on the following question

• What are the types of supportive supervision?

ALLOW students to discuss for 15 minutes

ALLOW few groups to present and the rest to add points not mentioned

CLARIFY and SUMMARIZE by using the contents below:

• It should focus on the existing challenge or problem solving to ensure quality and meet

client needs at pharmaceutical in particular

• The supervision is the responsibility of whole team not for one team leader
• It empowerment pharmaceutical service providers to monitor and improve their own

performance at their respective unit

• Supervisor acts as facilitator, trainer and coach or mentor and not judgers or threatening

team.

• Pharmaceutical staff or supervisees participate in supervising themselves and each other
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• Decision making is participatory between the supervision team and supervisee at

pharmaceutical unit leading to ownership in decision made.

STEP 6: Competences of a Supervisor (10 minutes)

• Skillful to the area of discipline
• Ability to communication with supervisee and team members
• Ability to lead a team
• Ability to training, lead and guiding team members and supervisee
• Resource mobilizer and allocator which will enable team members perform the intended

task

• Ability to listen others
• Skills of learning from others.
• All those competences may be summarized into the following Technical skills,

Interpersonal skills, Conceptual skills, knowledgeable of the health and pharmaceutical

policies and guidelines) as well supervisors should have authority to influence tings.

STEP 6: Roles of a Supervisor (30 minutes)

• To plan supportive supervision activity
• Communicate in advance to area(s) to be supervised
• Involve team members in planning and implementation of supervision plan
• Motivate team members and supervisee
• Train supervisee during supportive supervision
• Facilitating solving identified challenge or problem with supervisee
• Providing immediate and final feedback to supervisee
• Involving or inviting supervisee to express their views after supportive supervision team

feedback.

• Making follow-up to agreed plan

STEP 7: Key Points (5 minutes)

• Supportive supervision is the process of supervisors guiding, assisting, facilitating, and

training supervisee to improve their capacity in line with performance.

• Supervisors should be skillful on areas they supervise.
• Supportive supervision is not trucking mistakes for punishment rather is facilitative for

problem solving

• Types of Supportive supervision are Planned/Routine Supervision, Focused Supervision

and Unscheduled Supervision

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STEP 8: Evaluation (5 minutes)

• What is supportive supervision?
• What are the types of Supportive supervision?
• What is the importance of supportive supervision?
• What are the roles of a supervisor?
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Reference

Peterson A.M, Kelly N.W (2014); Leadership and management in pharmacy practice, 2nd

edition, CRC press

Cole, G. A (2000) Management Theory and Practice, 6th Edition: Continuum

Marquis, B. L and Huston, C. J (1996) Leadership Roles and Management Functions in

Nursing – Theory and Application, 2nd Edition: Lippincott, Philadelphia.

Koontz, H. (1984). Management. New York: McGraw-Hill.

Luthans, F. (1981). Organizational Behavior. Auckland: Mcgraw-Hill International Book

Company.

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