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Self-Supervision Theory
By AFIANMAGBON, B.E. (2022)
benson.afianmagbon@abiastateuniversity.edu.ng
+2348037973051, +2348057172992
This theory postulates that for supervision to take place, at whatever level and no matter
the organisation, it must emanate (internally or intrinsically) from the individual (self). This
implies that a person (self) must consciously be aware of the need for supervision before the act
of supervision can be successful. Hence, the individual must agree within himself or herself that
he/she or the organisation requires supervision or assistance to ensure the success of the task to
be performed.
An individual who do not believe in the success of a given task will consciously or
unconsciously resist the act of supervision which ought to lead to the successful completion of
the task. Thus, supervision becomes easier when an individual believes in the concept of self-
supervision. And it is of course more difficult when the individual do not see the need to be
supervised. This is why some supervision processes look seamless while others are frost with
challenges and resistance.
Self-supervision refers to the supervisee's ability to appraise himself/herself on whether
he or she needs to bother embarking on carrying out a given task, duty, assignment or
responsibility before doing so. This is perhaps the most important component of supervision
because of the major role it plays in every other aspect of supervision exercise. It is a self-
assessment/appraisal and affects how well the supervisee is able to respond to every supervisory
situation. For instance, an individual who is able to embark on self-supervision will understand
when to respond to every given situation that involves the performance of duties without waiting
to be lobbied, coerced, directed or reminded of his responsibilities and obligations.
In an organisation, a "self-supervising employee" will arrive on time to work; go for
break and return at the appropriate hour; will not abandon his duty post before the close of work;
do not wait for his immediate boss or supervisor to compel him to perform his assigned duties;
will always be prudent and diligent in carrying out his obligations etc.
Process of Self-Supervision
1. Birth/Recognition of an Idea / Task.
2. Assess the Need for the Task Performance.
3. Self-Motivation or Energizing Oneself.
4. Planning for and Getting the Task Accomplished.
5. Task Evaluation.
1. Birth/Recognition of an Idea / Tasks: - Ideas come in flashes through inspirations or it can
be presented to an individual by someone else. Whatever may be the source of an idea, one will
have to recognise what it stands for and the need to fulfill or actualise the idea or bring it to
fruition. When one sees an idea as deserving of one's time, actualising such an idea/task becomes
very easy. This is because the individual no longer requires any form of supervision or coercion
to get the task accomplished or the idea actualised. When an individual is the originator or is part
of the birth of an idea, self-supervision happens naturally. More so, if a worker (staff) believes in
the policies, programmes and objectives of an organisation, he/she supervises himself or herself
in order to get the organisational goals actualised. The only time such a staff may require
supervision from his supervisor is when the task is beyond his immediate ability, hence he needs
an external assistance or direction.
2. Assess the Need for the Task Performance: - This requires looking at the merits or demerits
of the task to be performed. It is important because it affects the level of self-supervision. For
instance, if a task will be beneficial to the individual, he or she will not need any external push or
supervision to ensure its attainment. Also, if those that stand to benefit from the task are people
who the individual looks up to and cares about, getting the task performed without waiting for
(external) supervision will not be an issue. However, if a task or idea is of direct benefit or is of
no consequence to the individual involved in the actualisation of the task, the level of self-
supervision will be very minimal and inconsequential. It is when the reverse is the case that
necessitates supervisors "breathing down the neck" of a member of staff to get him to do the
needful.
3. Self-Motivation or Energising Oneself: - Self motivation is the driving force behind self-
supervision and it is brought about as a result of the benefit attached to a task. A supervisee who
is motivated based on the perceived merit of an idea/task does not require any supervisor to
ginger him to pursue and ensure the attainment of the goals of the project. It is important to note
that motivation can be positive or negative. Depending on the goal, one can be self-motivated
either positively or negatively. Positive self-motivation is brought about as a result of a perceived
reward attached to or accruable from a given task to be performed. Negative motivation on the
other hand has to do with perceived punishment or displeasure that may arise if a task or
assignment is not carried out based on the instruction given by a superior officer. To avoid such a
punishment therefore, one is motivated to act or take action and get the task performed.
4. Planning for and Getting the Task Accomplished: - This is the stage at which an individual,
having accepted and seen the need to accomplish an idea or task makes adequate preparation to
get the task done. This involves putting together all the needed information, resources (material)
and method to get the work done.
5. Task Evaluation: - This step involves self-appraisal of the process(s) leading to the
accomplishment of a task. This needs to be done irrespective of whether or not the task was
successful. The reason is that it will provide a clear picture or blueprint of how the job was done
and the amount of resources that was expended in getting the job done. However, if too much
resource(s) or effort(s) was utilised in doing the work, task evaluation will reveal areas where
one could have reduced the amount of resources that was expended in getting the task performed.
Supervisors or supervisees can make or mar the successful attainment of the goals of an
organisation. Such a supervisor or supervisee is referred to as Value Adding
Supervisor/Supervisee (VAS).
Teachers who assist their learners to achieve their goals are regarded as Value Adding
Teachers (VAT) while Supervisors who assist their supervisees to attain their objectives are
regarded as Value Adding Supervisors (VAS). On the other hand, Teachers who are unable to
assist their learners to achieve their goals are regarded as Value Eliminating Teachers (VET)
while Supervisors who are unable to help their supervisees to attain their objectives are regarded
as Value Exterminating Supervisors (VEXS).