Beginner maatskaplike werkers se ervaring van volwasseneonderrig in supervisie

dc.contributor.advisorEngelbrecht, Lambert Karelen_ZA
dc.contributor.authorBrandt, Shanellen_ZA
dc.contributor.otherStellenbosch University. Faculty of Arts and Social Sciences. Dept. of Social Work.en_ZA
dc.descriptionThesis (MA)--Stellenbosch University, 2019.en_ZA
dc.description.abstractENGLISH ABSTRACT: The declining quality in South African supervision practice and social service delivery is attributed to the shortage of competent and trained supervisors as well as the lack of supervision. The failure of social work supervision is often attributed to inadequate education during supervision. The education function in supervision of especially novice social workers is essential for effective and quality service delivery. Despite this, the education function is neglected during supervision while the administrative function takes precedence. The social work practice mainly utilizes a traditional education process that is based on pedagogical principles. This process is by no means relevant to adults and thus (beginner) social workers' learning needs. Adult education, also known as andragogy, is fundamental to the supervision of social workers to ensure that quality services are provided to service consumers. Existing literature shows that social workers and supervisors are unfamiliar with this important and indispensable aspect of supervision. Against this background the research study aimed to gain a better understanding of novice social workers' experience of adult education during supervision. A qualitative research approach was used to explore novice social workers' experience of adult education during supervision. The study utilized both an exploratory and descriptive research design to obtain detailed information and insight into the participants' experience. For the purpose of this study, snowball sampling method was used to recruit participants. A semi-structured interview schedule was followed during interviews with 20 participants. This research report consists of five chapters. Chapter one provides an introduction to the research study, followed by chapters two and three that represent the literature review of the study. Chapter two describes the supervision process and social work context of novice social workers, while chapter three provides a description of adult education within the context of supervision. Chapter four of this research study presents the empirical study, and Chapter five the conclusions and recommendations. Key findings and conclusions from the study highlight the absence of education and the lack of application of adult education principles during supervision. It seems that pedagogy, rather than andragogy, is supervisors' approach to education. The supervision practice in social welfare organizations neglects the education function that especially disadvantages novice social workers' growth and development in the profession as well as the quality of service they deliver to service consumers. Influences of neoliberalism and a managerial approach in social work practice mean that social work supervision in welfare organizations is not regular and structured. Informal supervision (on the run) has become increasingly common in social welfare organizations and contributes to the decline in quality service delivery. Supervisors in the social supervision practice do not follow a supervision process during which novice social workers are assessed and consequently a personal development plan is not compiled to determine the growth and development of the worker. Supervision in the social work practice is experienced negatively and not performed as prescribed by standards of the South African Supervision Framework.en_ZA
dc.description.abstractAFRIKAANSE OPSOMMING: Die dalende kwaliteit in die Suid-Afrikaanse supervisiepraktyk en maatskaplike-dienslewering word toegeskryf aan die tekort aan bekwame en opgeleide supervisors asook die gebrek aan supervisie. Wanneer maatskaplikewerksupervisie misluk, word die mislukking dikwels toegeskryf aan gebrekkige onderrig tydens supervisie. Die onderrigfunksie in supervisie van veral beginner maatskaplike werkers is essensieel vir effektiewe en kwaliteit dienslewering. Ten spyte hiervan word die onderrigfunksie tydens supervisie afgeskeep terwyl die administratiewe funksie voorrang geniet. Die maatskaplikewerk-praktyk maak hoofsaaklik gebruik van ’n tradisionele onderrigproses gebaseer op pedagogiese beginsels. Hierdie tradisionele onderrigproses is geensins relevant tot volwassenes en dus (beginner) maatskaplike werkers se leerbehoeftes nie. Volwasseneonderrig, wat ook bekend staan as andragogie, is fundamenteel tot die supervisie van maatskaplike werkers ten einde te verseker dat kwaliteit dienste aan diensverbruikers verskaf word. Bestaande literatuur toon dat maatskaplike werkers en supervisors onbekend is met hierdie belangrike en onontbeerlike aspek van supervisie. Teen hierdie agtergrond is die navorsingstudie daarop gerig om ’n beter begrip te verkry van beginner maatskaplike werkers se ervaring van volwasseneonderrig tydens supervisie. ’n Kwalitatiewe navorsingsbenadering is gebruik om beginner maatskaplike werkers se ervaring van volwasseneonderrig tydens supervisie te eksploreer. Die studie het van beide ’n verkennende en beskrywende navorsingsontwerp gebruik gemaak om gedetailleerde inligting en insig van die deelnemers se ervaring te verkry. Vir die doel van hierdie studie is ’n sneeubalproefnemingsmetode benut. ’n Semi-gestruktureerde onderhoudskedule is tydens onderhoude met 20 deelnemers benut. Hierdie navorsingsverslag bestaan uit vyf hoofstukke. Hoofstuk een bied ’n inleiding tot die navorsingstudie, gevolg deur hoofstuk twee en drie wat die literatuuroorsig van die studie verteenwoordig. Hoofstuk twee beskryf die supervisieproses en maatskaplikewerk-konteks van beginner maatskaplike werkers, terwyl hoofstuk drie ’n beskrywing van volwasseneonderrig binne die konteks van supervisie bied. Hoofstuk vier van hierdie navorsingstudie stel die empiriese studie voor, en in hoofstuk vyf word die gevolgtrekking en aanbevelings deurgegee. Kernbevindinge en gevolgtrekkings vanuit die studie beklemtoon die afwesigheid van onderrig en die gebrek aan die toepassing van volwasseneonderrigbeginsels tydens supervisie. Dit blyk dat pedagogie in plaas van andragogie supervisors se benadering tot onderrig is. Die supervisiepraktyk in maatskaplike welsynsorganisasies verwaarloos die onderrigfunksie wat veral beginner maatskaplike werkers se groei en ontwikkeling in die beroep, asook die kwaliteit van dienslewering aan diensverbruikers, benadeel. Invloede van neoliberalisme en ’n bestuursgerigte benadering in die maatskaplikewerk-praktyk, bring te weeg dat maatskaplikewerksupervisie in welsynsorganisasies nie gereeld en gestruktureerd plaasvind nie. Informele supervisie (“on the run”) het al hoe meer algemeen geraak in maatskaplike welsynsorganisasies, wat bydra tot die afname in kwaliteit dienslewering. Supervisors in die maatskaplikesupervisiepraktyk volg nie ’n supervisieproses waartydens beginner maatskaplike werkers geassesseer word nie, en gevolglik word ’n persoonlike ontwikkelingsplan ook nie saamgestel om die groei en ontwikkeling van die werker te bepaal nie. Supervisie in die maatskaplikewerkpraktyk word negatief ervaar en nie uitgevoer soos voorgeskryf deur standaarde van die Suid-Afrikaanse Raamwerk van Supervisie nie.af_ZA
dc.format.extentxii, 160 pagesen_ZA
dc.subjectSocial service -- Field worken_ZA
dc.subjectSocial workers -- Adult educationen_ZA
dc.subjectSocial work -- Educationen_ZA
dc.subjectSocial workers -- Training ofen_ZA
dc.subjectSocial workers -- Study and teachingen_ZA
dc.subjectSocial workers -- Supervision ofen_ZA
dc.titleBeginner maatskaplike werkers se ervaring van volwasseneonderrig in supervisieen_ZA

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