Effective Supervision for Personal and Professional Development in Chinese Frontline Social Workers and Their Supervisors: A Need-Driven Approach

Background: Supervision is a critical component of healthcare service delivery and ensures the professional growth and job satisfaction of frontline social workers. This study aimed to explore the experiences of supervision and professional development perceived by Chinese frontline social workers and their supervisors in Hong Kong. By understanding the perceptions of frontline social workers and their supervisors in the Chinese cultural context, this study provides valuable insights into effective supervisory practices.

Methods: This qualitative study involved conducting six semi-structured focus groups with social service professionals from both frontline and management levels in Hong Kong, using video-conferencing software (Microsoft Teams). A convenience sample of 34 professionals was drawn from a large social service agency, and their demographic information was collected through a self-administered online questionnaire. The sample was predominantly female (85.3% female; 14.7% male) and social workers (73% social workers and social work supervisors; 27% tangential professions). The interviews focused on participants' experiences with supervision and professional development. Interpretive Description was used as the methodological approach to gain a better understanding of the practice of clinical supervision and knowledge production that can be applied toward future supervision of healthcare professionals.

Findings: The study identified the necessity of need-driven supervision that addresses personal and professional development as a major finding. Four key themes emerged: experiential learning strategies, working atmosphere, reciprocal and reflective supervision processes, and characteristics of the supervisor and supervisee. Experiential learning strategies, such as peer learning, coaching, and mentoring, were identified as key components of effective supervision, as they provided opportunities for hands-on learning experiences and the application of theoretical knowledge in practice. Creating a positive working atmosphere was crucial in facilitating effective supervision, promoting trust, and encouraging reflective dialogue that enhanced team building and collaboration. Reciprocal and reflective supervision processes were also important in promoting the quality of supervision. Frontline workers expressed that open communication allowed for feedback to be given and received constructively and for both parties to learn and reflect on the supervision. Finally, the characteristics of the supervisor and supervisee played vital roles in the effectiveness of supervision and personal and professional development. Frontline workers emphasized that an approachable, supportive, and experienced supervisor best addressed their needs by recognizing individual achievement, providing emotional support, and creating a positive work environment. Supervisees’ attitudes, motivation, and willingness to learn were key in facilitating personal and professional growth.

Conclusion and Implications: This study highlights the significance of a need-driven supervision model that caters to the personalized learning needs of frontline workers. The participants in this study emphasize the priority of professional development and underscored the importance of tailoring supervision to their learning needs rather than following agency administrative procedures. The implementation of a need-driven supervision model by healthcare organizations and agencies can enable ongoing staff development and enhance service delivery quality. The findings of this study offer valuable insights into effective supervisory practices within a Chinese cultural context and provide guidance for future research and practice in the field of clinical supervision.