Facilitators-Guide Case Management USAID

Photo Credit: Peter Biro / The IRC
TABLE OF CONTENTS
1 Foreword
2 Acknowledgments
4 Overview
5 Adaptation and Contextualization
6 Facilitator’s Guide
8 Sample Agendas
12 Organizing, Delivering and Evaluating the Training
13 Basics of Facilitation
14 Evaluation of the Training
14 Training Follow-up and Refresher Workshops
15 Training Content
16 Introduction Module
18 Module 1. Defining Supervision and Coaching within CP Case Management
23 Module 2. Supervision Practices and Tools
29 Module 3. Supervision and Coaching Skills
35 Module 4. Staff Care and Well-being
39 Closing Module
42 Annexes
Photo Credit: Selena Marr / The IRC
Suggested Citation
The Alliance for Child Protection in Humanitarian Action. (2018). Child Protection Case
Management Supervision and Coaching Training. New York, USA.
FOREWORD
Child Protection caseworkers in humanitarian settings respond to some of the world’s most vulnerable children who face
risks of violence, abuse, neglect and exploitation. Children in humanitarian contexts often experience significant losses and
a deterioration of their protective environment. On a daily basis, caseworkers engage with children and families in order to
provide direct support and connect them to life-saving services. In such environments, clear solutions and decisions
regarding children’s best interests are often complex and unclear.
Caseworkers are expected to have numerous skills: to communicate effectively and safely with children, families and
community members; analyze children’s vulnerabilities; and advocate with legal, nutrition, health, education and other
actors. With the complexity of the work and the high demands on caseworkers, we should not expect them to do it alone.
Consistent, structured supervision is essential in order to provide caseworkers the necessary support to consider children’s
best interests throughout the case management process and cope with the daily stressors of the work. Evidence from
practice and research has taught us that caseworkers who are supported through high quality and regular supervision can
potentially improve the lives of children and families. Supervision can ensure that children who have experienced violence,
exploitation, abuse or neglect receive the appropriate services and are protected from further harm by providing adequate
support to caseworkers.
Following the publication of the Inter-agency Guidelines for Case Management and Child Protection and the corresponding
Inter-agency Case Management Training in 2014, the Case Management Task Force has taken a step forward in
strengthening case management practice by developing an inter-agency training manual on Supervision and Coaching.
This training manual will enable higher quality interventions for children in need, as caseworkers will be better supported
throughout their work.
We advocate that all those working in the field of Child Protection Case Management use this Inter-agency Child Protection
Case Management Supervision and Coaching Training package to ensure best practices. Supervisors play a significant role
in ensuring the wellbeing of case workers who, in turn, are responsible for the wellbeing of the most vulnerable children.
We encourage child protection agencies and relevant government bodies to include this package as part of mandatory
professional development.
Finally, to the caseworkers who provide services to children under extreme circumstances: your dedication and sacrifices do
not go unnoticed. We have seen firsthand how your work changes the lives of the most vulnerable children and families. We
hope this training manual can help provide an additional layer of support to you and the children you serve.
Hani Mansourian and Audrey Bollier

Co-coordinators of the Alliance for Child Protection in Humanitarian Action
FORWARD 1
ACKNOWLEDGMENTS
In 2016, the Case Management Task Force (CMTF) of the Alliance for Child Protection in Humanitarian Action (the Alliance)
recognized an opportunity to improve outcomes for children by providing guidance and training for child protection
supervisors working in humanitarian settings. This training package
Countries Engaged in Trainings of Trainers: is the result of two years of work led by the International Rescue
Committee on behalf of the CMTF. The package was developed
through researching and consolidating good practices globally at
the country level, convening global child protection specialists and
Turkey facilitating Trainings of Trainers for eight countries.

Syria
Iraq Myanmar
Niger Between April and July 2017, this package was piloted in Northern
Nigeria South Sudan Syria/cross-border Turkey, Nigeria and Myanmar. The version of
Burundi
curriculum and materials presented here was developed through a
lengthy and iterative process with feedback provided by members
of the CMTF.
The finalization of the training package was truly a collaborative venture drawing on the talent, experience, and wisdom of
dozens of Child Protection and Case Management specialists, including local and global practitioners.
The CMTF would like to thank Laura Evans, Child Protection Consultant, and Colleen Fitzgerald, IRC Case Management
Specialist, who led the development and review process for the Supervision and Coaching training package and the
accompanying supervision tools.
The following is a summary of the individuals and agencies that contributed to the development of this training package:
The Alliance for Child Save the Children War Child - Holland
Protection in Humanitarian Catherine Byrne Rinske Ellermeijer
Action
Karin Tengnäs Sara Valerio
Audrey Bollier
Terre des hommes- Consultant

Child Protection Area of Lausanne
Responsibility Stephanie Delaney
Maria Bray Laura Evans
Lauren Bienkowski
Gatienne Jobit
International Rescue UNHCR

Committee
Steina Bjorgvinsdottir
Crystal Stewart
Colleen Fitzgerald UNICEF
Tessa Marks
Plan International
Susan Andrew
Anna de Ferrari
2 ACKNOWLEDGMENTS
Special thanks to Sara Lim, a consultant with the CMTF, the Alliance coordinators Hani Mansourian and Audrey Bollier, and
IRC colleagues/interns Zoraya Cristian, Lauren Steil, and Venika Menon.
Lastly, this resource would not have been possible without the generous support of the United States Office for Foreign
Disaster Assistance (OFDA).
ACKNOWLEDGMENTS 3
OVERVIEW
The Case Management Supervision and Coaching Training package is intended to be a supplementary training resource
to the Inter-agency Case Management Training. It builds upon the caseworker, supervisor and manager modules in
order to provide practical guidance, specifically on the functions, practices and essential skills of supervisors within case
management teams.
The target participants for the Case Management Supervision and Coaching Training should include child protection/
social welfare staff who are responsible for overseeing case management teams and/or providing technical support to
caseworkers. It is essential that participants have received the Inter-agency Case Management Training and, ideally, have a
minimum of 2 years of experience with child protection case management programming.
It is recommended to have two facilitators, who have significant experience in case management supervision, and who are
engaged with the Alliance for Child Protection in Humanitarian Action lead the training.
This Facilitator’s Guide is intended to serve as an accompanying document to the six Case Management Supervision and
Coaching Training modules. The Facilitator’s Guide provides an overview of the training process and individual modules as
well as some tips for facilitation.
Each module consists of a set of PowerPoint slides with detailed facilitator notes and a series of handouts that correspond
to the activities required for that module. Activities in the modules include group discussion, role plays, case studies and
other experiential learning methods.
Each module begins and ends with clearly indicated aims and learning outcomes in order to ensure facilitators and
participants are aware of what their learning experience should entail. In addition, each module ends with a final review
quiz. These quizzes are intended to give participants an opportunity to reflect on the core knowledge and skills they have
acquired in that particular module in a fun team-based activity.
4 OVERVIEW
ADAPTATION AND CONTEXTUALIZATION
It is expected that trainings will be conducted in various settings, countries, regions, languages and cultures. Thus, it is
important that facilitators not only translate the training materials into the local language, but also contextualize the case
studies, scenarios, and role plays included in the training package to reflect local child protection issues and realities. This
is best done at the country level with the support of the coordination body and key organizations involved in child protection
case management. It is important that facilitators devote sufficient
time to review the PowerPoint slides, this Facilitator’s Guide, and the
corresponding handouts in order to successfully deliver the training.
Supervision Tools: Each module summary in this Facilitator’s Guide describes the
necessary preparation required for delivering the module.
1. Individual Supervision Record
2. Case Management Meeting Record Module Two focuses specifically on seven Supervision Tools that
3. Caseworker Capacity Assessment have been developed by the Case Management Task Force in order
4. Case Management Shadowing Tool to support structured supervision practices with caseworkers.
5. Case Management Observation Tool These tools are not all required, but rather, are intended as a menu
6. Case File Checklist Tool of options for case management teams. In the adaptation process,
7. Case Discussion Tool ideally, the coordination body and key organizations should build
consensus on the tools that are to be prioritized in the context. This
decision should be made according to the phase of the humanitarian
response, technical capacities of caseworkers and supervisors, and
staffing structures of case management teams. However, it is also possible that individual agencies will want to make these
decisions according to staffing needs or geographical coverage. It might be appropriate to introduce three tools initially
and plan to integrate the four additional tools at a later stage in the response, for example. As a minimum, the CMTF
recommends that the Individual Supervision and Case Management Meeting Records are utilized in all contexts that are
applying a case management approach.
ADAPTATION AND CONTEXTUALIZATION 5

FACILITATOR’S GUIDE
Introduction
Each module contains PowerPoint slides, pertinent handouts and is accompanied by this Facilitator’s Guide. In addition,
a Training Admin folder is included to support facilitators with a pre/post-test, training evaluation and training material
checklist.
Facilitator’s Guide:
Lesson Plan
This is an overview of each module showing how to: prepare for, time and structure the sessions. It includes:
Aim and Learning Outcomes
Duration
• The suggested timing to successfully facilitate the module; according to the four day agenda
Materials
• A list of all materials and handouts (listed in the order of delivery) required for each module
Preparation
• Notes that identify the actions that should be taken in advance by the facilitator in order to
successfully prepare for the delivery of the session
Outline
• A breakdown of the module by the time required for each slide and corresponding activities to help the
facilitator develop a unique agenda for a three- or four-day training or as part of a larger training strategy
Technical Notes
• A summary of the purpose of the module and guidance on the knowledge required of the facilitators.
Additionally, key messages are included that must be emphasized in each module, and where
appropriate, instructions on how to contextualize the material
Annex
Includes citations and references for the content used in each module
PowerPoint Slides:
The slides have detailed facilitator notes inclusive of:
●● Duration
This is the suggested time to deliver the content of each slide for the training
●● Instructions
Detailed step-by-step instructions, and in some cases, a sample script is provided to ensure the content is delivered
as intended
6 FACILITATOR’S GUIDE
●● Key Messages
Facilitators should ensure the key messages for each slide are emphasized
Handouts:
Are organized by module and in the order that they should be used throughout the training. Facilitators should reference the
facilitator notes for specific guidance on when to distribute each handout.
Training Admin folder:

Includes sample agendas, a sample pre/ post-test and training materials checklist for facilitators.
Learning and Development Strategy

The CMTF recommends that the Case Management Supervision and Coaching Training package be integrated into a
larger child protection learning and development strategy through the full support of the appropriate government authority
or ministry, as well as the national or sub-national coordination bodies. When possible, training facilitators should assess
existing or other training needs of child protection supervisors and consider coordinating delivery of training on additional
topics. At a minimum, all training participants should have attended a full Inter-agency Case Management Training. If more
than six months have passed since participants attended a case management training, it is recommended to organize a
refresher training on the modules listed below.
Recommended refresher training sessions from the Inter-agency Case Management Training:
●● Module D Communication Skills: Session 2 Exercises 1 and 3 on verbal and non-verbal communication
●● Module E4 Implementing the Case Plan: Exercises 1, 2, and 4, which focus on developing a referral mechanism and
working within a wider child protection system
●● Module G2 Implementing Case Management Services: Exercises 1, 2, and 4 (vulnerability, risk and eligibility criteria;
protocols and procedures)
FACILITATOR’S GUIDE 7
SAMPLE AGENDAS
There are two sample agendas provided, one for three days, and the other is the recommended four day agenda. The
CMTF recommends delivering the complete package of six modules consecutively over four days. Delivery over a
consecutive number of days supports the integration of theory and skills and promotes the continuity of learning. It also
streamlines logistics and expenses. The modules are designed so that each builds on what was covered previously. In
general, it will save time and support learning outcomes if the modules can be delivered consecutively. In some contexts,
however, it may be necessary or appropriate to spread the delivery of the modules out over a longer period of time. If this
is the case, it is recommended that Modules 1 and 2 be delivered together over two consecutive days and, Modules 3 and
4 be delivered together over two subsequent days. It is suggested that no more than two weeks pass between the two
training sessions.
The agendas offer guidance on start and end times, length of sessions, and breaks. The four-day training agenda allows
time and space for discussion and concludes each day at 16:00. Meanwhile the three-day training concludes each day
at 17:00 and will require the removal of some learning activities in order to save time. The agendas should be adapted to
the context, and based on discussions and energy in the training room, facilitators are encouraged to split particularly long
sessions over breaks if needed. Also, facilitators should add culturally appropriate energizers throughout the training, which
will require extra time in addition to the scheduled breaks.
The lesson plans in the Facilitator’s Guide and the detailed facilitator notes in each slide provide information to help
facilitators develop a customized training agenda to meet the needs of participants. Some important information to consider
in the agenda includes the time required to meet each session’s specific learning outcomes and the key messages that
should be prioritized. The estimated duration of each module and each session reflect the four-day agenda, as this is the
suggested timeframe to maximize learning for participants.
Sample Four Day Agenda
Day 1
9:00 - 11:00 Welcome, Introductions
11:00 - 11:15 Break
11:15 - 12:45 Module 1: Defining Supervision and Coaching
12:45 - 13:45 Lunch
16:00 Closing
8 SAMPLE AGENDA
Day 2
9:00 - 9:30 Welcome, Review
9:30 - 11:00 Module 2: Supervision and Coaching Practices and Tools
11:00 - 11:15 Break
13:00 - 14:00 Lunch
16:00 Closing
Day 3
9:30 - 11:00 Module 3: Supervision and Coaching Skills
11:00 - 11:15 Break
13:00 - 14:00 Lunch
16:00 Closing
SAMPLE AGENDA 9
Day 4
9:30 - 11:00 Module 4: Staff care and Well-being
11:00 - 11:15 Break
13:00 - 14:00 Lunch
15:00 - 16:00 Closing
Sample Three Day Agenda
Day 1
9:00 - 10:30 Welcome, Introductions
10:30 - 10:45 Break
12:45 - 13:45 Lunch
15:00 - 15:15 Break
17:00 Closing
10 SAMPLE AGENDA
Day 2
10:30 - 10:45 Break
12:45 - 13:45 Lunch
15:30 - 15:45 Break
17:00 Closing
Day 3
11:10 - 11:25 Break
13:00 - 14:30 Lunch
16:15 - 17:15 Closing Module
SAMPLE AGENDA 11
ORGANIZING, DELIVERING AND
EVALUATING THE TRAINING
Planning the Training:

When preparing to deliver the Case Management
Supervision and Coaching Training, it is important that the Questions for Facilitator’s While
proper planning steps are taken. Planning the Training:
1. Who to invite to the training; and how will
Facilitators and the planning team should select an
invitations be shared? (though the working
appropriate training venue and provide refreshments for
group or cluster, for example)
participants.
2. When to deliver the training?
An agenda should be circulated to participants and their
3. What should the curriculum include?
organizations prior to the training. It is recommended that
(Consider adding modules from the IA
facilitators prepare the following for the delivery of
Case Management Training package, if
the training:
needed)
࢚࢚ Training room (large enough for 20 participants, 2
facilitators and space for group work and activities) 4. What are the resource and logistical needs
࢚࢚ Separate room for coffee breaks and lunch in order to deliver a successful training?
࢚࢚ Coffee/tea break, water, and lunches for participants 5. Who should deliver the training?
and facilitators each day
࢚࢚ Transportation/accommodation for facilitators and 6. What will the follow-up actions be after
participants (if necessary) the training? (Are there opportunities for
࢚࢚ Government or agency representative to open the ongoing coaching and workshops with
training, if appropriate supervisors, for example).
Training Materials:
࢚࢚ Projector, laptop, speakers
࢚࢚ Flip chart stands (at least 2), several pads of ࢚࢚ 1 small, soft, toy ball
flipchart paper ࢚࢚ Yarn/ball of string
࢚࢚ Paper in multiple colors ࢚࢚ Glue, scissors, stickers, glitter, magazine pictures,
࢚࢚ 4-6 packs of colored marker pens other craft materials and collage materials for
࢚࢚ Masking tape and/ or blu tack Mandala Activity
࢚࢚ Name tags ࢚࢚ Thick paper for certificates
࢚࢚ Pens and notebooks for each participant ࢚࢚ USB drives for participants (with training slides
࢚࢚ Binders or folders for each participant and handouts)
࢚࢚ Paper clips ࢚࢚ Candy or small prizes
࢚࢚ Stapler and staples
࢚࢚ Sticky notes in interesting shapes and colors
࢚࢚ 3 packs of note cards
12 ORGANIZING, DELIVERING AND EVALUATING THE TRAINING

BASICS OF FACILITATION
Facilitating a training can be a difficult task. It requires patience, expertise, energy and an ability to react in the moment. It
is recommended for all modules that facilitators have child protection case management experience. Ideally, the facilitator
should have prior knowledge and skills for supervising caseworkers. It is important that facilitators are aware of their own
learning style and knowledgeable of the principles of adult learning. (For more guidance and background on training adult
learners, please contact the Learning and Development Working Group of the Alliance.
It is suggested that there should be two facilitators sharing sessions or co-leading individual modules. It may be helpful for
one of the facilitators to take a lead role so that they can assign tasks and take ultimate responsibility for the delivery of the
training. Below are some tips for good facilitation as well as some strategies for building a safe and trusting environment and
providing feedback to participants.
Facilitation Tips:
࢚࢚ Be well prepared for each training – review each session closely and know your content
࢚࢚ Ensure you have all the needed materials prepared and that the training room is set-up
࢚࢚ Facilitate in your own style, using your own words
࢚࢚ Be flexible and willing to adapt to training participants’ knowledge, experiences and needs
࢚࢚ Set a friendly, relaxed tone
࢚࢚ Show that you are paying attention and that you care what participants are saying and feeling (Active Listening)
࢚࢚ Demonstrate credibility, which involves:
οο Drawing from your own experiences
οο Inviting questions from participants
οο Acknowledging that you don’t have all the answers
οο Raising questions you might have about the material yourself
࢚࢚ Acknowledge that case management and child protection work is not clear cut – it is often messy and takes creativity &
support from others
࢚࢚ Promote participation and inclusivity, making sure no one is dominating the conversation and that all feel comfortable to
participate -- without putting those who might be quiet on the spot
࢚࢚ Create an environment of TRUST and SAFETY within your training group to support participants in acknowledging and
confronting their beliefs about children. This promotes genuine learning.
࢚࢚ Use clear, explicit language, including when discussing beliefs and values. Be sensitive but ensure “implied”
cultural norms are acknowledged openly in this safe training space
࢚࢚ Set a “Group Agreements” at the beginning and reinforce them consistently throughout the training
Giving Feedback During Trainings:

An important skill for facilitators to develop is providing feedback to training participants. People tend to learn better when
they receive confirmation of specific things they are doing well and constructive feedback on the things they can improve
upon. Some suggestions for providing feedback are listed below.
●● In most cases, provide feedback for an individual in a one-on-one setting, rather than within the group
●● Give feedback with the aim of helping, not judging
BASICS OF FACILITATION 13
●● Try to provide feedback as soon as possible, rather than waiting several days
●● Be specific and give concrete examples
●● Balance constructive criticism with recognition for what was done right
●● Continually provide positive reinforcement and encouragement
●● Acknowledge and build on the participants’ strengths
●● Be sincere
Evaluation of Training
It is important that facilitators have a system for assessing what
Feedback Script Following participants learned during the training. This is often done in the
Role-Plays: form of a written pre/post-test in which participants are given
First, ask role play participants: questions to answer before they begin the training and given the
1. How did you feel? same questions to answer at the end of the training. The purpose
of a pre/post-test is to see if there has been a positive change
2. What went well?
in participants’ knowledge from the beginning to the end of the
3. What would you do differently next time?
training. The Training Admin folder contains a sample pre/post-
Then, ask observers: test and a scoring sheet in order to compile the results.
1. One thing that went well
2. One suggestion In addition, there is a sample Training Evaluation form included
in the Training Admin folder that can be distributed and
anonymously completed by participants in order to provide
feedback to facilitators on the usefulness of the training and
suggestions for the future. Both the pre/post- test results and Training Evaluation can be easily compiled in the “Final CM
Supervision Training Report and Evaluation” spreadsheet (also in the Training Admin folder.)
Training Follow-Up or Refresher Workshops

The CMTF recommends that approximately 3-4 months following the Case Management Supervision and Coaching Training
facilitators organize a follow-up workshop. This can be an opportunity to debrief with supervisors to understand successes
and also challenges that they are facing with tools or skills introduced during the training. Sessions can be organized to
address the more challenging topics that have been shared by supervisors.
14 BASICS OF FACILITATION
INTRODUCTION MODULE

INTRODUCTION MODULE
Aim: To welcome and orient all participants to the training
Learning 1. To provide an overview of the training

Outcomes 2. To welcome participants and establish a friendly, safe and supportive learning
environment
3. To develop a learning agreement
4. To share important logistic and housekeeping information
Duration 2 Hours
Materials Handouts:
0.0 Supervision and Coaching Pre -test (if not completed prior to the training)
0.1 CM Supervision Training Agenda (see sample three day and four day agendas)
0.2 CP CM Supervision Action Plan
Materials:
• Notebooks for each participant
• Pens
• Laptop, Projector, Speakers and PowerPoint slides
• Small ball for Icebreaker activity
Preparation ࢚࢚ Invite a sponsor, local official, or other speaker to make opening remarks
࢚࢚ Prepare welcome pack in advance (name tags, notebooks, pens)
࢚࢚ Adapt the agenda and paste into slide 6 in order to be reviewed with participants
࢚࢚ Ensure that the room is ready and organized in a way that allows all the participants
to feel comfortable
࢚࢚ If appropriate, ask participants to complete the pre-test prior to joining the training,
in order to inform priority modules and to save time
16 INTRODUCTION MODULE
Outline Minutes Activity
25 Welcome and Opening Remarks

Slides 1- 3
0.0 Supervision and Coaching Pre-test
40 Icebreaker and Introductions

Slide 4
10 Objectives of the Training

Slide 5
10 Overview of the Agenda

Slide 6
0.1 CM Supervision Training Agenda
10 Supervision Action Plans

Slide 7
0.2 CP CM Supervision Action Plan
20 Group Agreements
Slides 8, 9
5 Housekeeping
INTRODUCTION MODULE 17
MODULE 1.
DEFINING SUPERVISION AND
COACHING WITHIN CP CASE
MANAGEMENT

DEFINING SUPERVISION AND COACHING
WITHIN CP CASE MANAGEMENT
Aim: Understand good practices of supervision and coaching within child protection
case management
Learning 1. Understand supervision as a relationship and coaching as a method

Objectives 2. Know the three functions of supervision
3. Identify what is working well in your contexts and identify existing challenges
4. Begin considering your CM Supervision Action Plan
Duration 3 hours 45 minutes
Materials Handouts:
1.1 Definition and Functions of Supervision
Materials:
• Laptop, Projector and PowerPoint slides
• Flipchart, Flipchart Paper
• Sticky notes, sweets or small prizes (enough for everyone)
• Notebooks and pens
• Colored markers (4-6 packs)
• Tape or blu-tack
Preparation Bus Stop exercise: prepare the 3 flip charts with the headings of the 3 functions of
supervision:
1. Administrative and Accountability
2. Educational and Developmental
3. Supportive
20 MODULE 1
10 Introduction and Learning Outcomes

Slides 1-3
20 Supervision in Our Contexts

Slide 4
40 Defining Supervision
Slides 5-8
20 Importance of Supervision
Slides 9- 11
50 Functions of Supervision
Slides 12-18
20 Supervision Structures
Slides 19-20
1.1 Definition and Functions of Supervision
35 Challenges and Strategies of Supervision

Slides 21- 24
20 Key Messages and Review Quiz

Slides 25-27
10 Supervision Action Plans

Slide 28
MODULE 1 21
Technical Notes Using this Module
This module is an essential foundation for the role of a supervisor within case
management, and it prepares participants for the rest of the training. It presents global
good practices and provides opportunities to consider the challenges in the context;
to reflect on what is working well; and, to begin to set goals towards implementing or
improving supervision.
Material covered in this module lays the groundwork for the Supervision Action Plans
participants will be working on throughout the training.
Facilitator Knowledge
Facilitators should have case management experience and previous exposure to Child
Protection case management supervision and coaching. Ideally, the facilitator will have
experience supervising and coaching caseworkers.
Key Messages
• Supervision is the relationship between supervisor and caseworker and should be
seen as collaborative and complementary rather than hierarchical
• Supervision is a relationship characterized by the methods and attitudes of
coaching
• There are 3 functions of supervision: administrative and accountability, educational
and developmental and supportive
• Supervision is a protective practice for children and caseworkers and directly
relates to positive outcomes for the children we serve
• This training is meant to help supervisors begin to practically address some
challenges; there is not always an immediate solution to every problem
22 MODULE 1
MODULE 2.
SUPERVISION AND COACHING
PRACTICES AND TOOLS
Photo Credit: Kellie Ryan / The IRC

SUPERVISION AND COACHING
PRACTICES AND TOOLS
Aim: To examine the key practices of supervision and coaching
Learning 1. Know the different supervision and coaching practices that can be performed in
Objectives one-on-one, group, or both settings
2. Know the purposes associated with the different practices
3. Know the duration and frequency for each practice
4. Understand the guidance associated with each practice and how to utilize
practice tools
Materials Handouts:
2.1 Individual Supervision Record
2.2 Case Management Meeting Record
2.3 Roles in Supervision
2.4 CM Capacity Assessment Tool
2.5 CM Shadowing Tool
2.6 CM Observation Tool
2.7 Observation Tool Role Play
2.8 Case File Checklist Tool
2.9 Case Discussion Tool
2.10 Supervision Process
2.11 Putting it Together Activity
Materials:
• Case file (fake/anonymous)
• Calendar Activity Kits for each group (envelope with supervision practices and large
calendar on a flip chart prepared in advance)
• Laptop, projector and PowerPoint slides
• Flipchart, markers, paper, pens, sticky notes
• Participant notebooks and pens
• Sweets or prizes (enough for everyone to receive about 3)
24 MODULE 2
Preparation Before using this module, it is important that the local coordination body and key
organizations agree on what supervision practices and tools will be used, as mentioned
in the “Adaptation and Contextualization” section above.
࢚࢚ Adapt the Observation tool case study according to the context of
the training.
࢚࢚ For the Case File Checklist Activity, prepare a fake case file that clearly respects
confidentiality (no real name nor identifying information should appear on the fake
case). It is recommended that the fake case file use appropriate case management
forms from the context and be sure to have enough copies of the file for each
participant or for small groups of participants.Calendar Activity Kit Contents (1 kit
per group):
࢚࢚ Calendar Activity Contents (1 per group):
●● Large calendar drawn on a flip chart
●● Envelopes containing supervision practices cards:
οο Capacity Assessment card x 1
οο Shadowing cards x 3
οο Observation cards x 2
οο Case File Review cards x 4
οο Individual Supervision cards x 24
οο Case Management Meeting cards x 4
οο Case Discussion cards x 2

Slides 1-3
25 Overview of Settings, Practices and Tools

Slides 4-7
10 Individual Supervision
Slides 8-9
2.1 Individual Supervision Record
10 Case Management Meetings

Slide 10
2.2 CM Meeting Record
15 Planning for Supervision Meetings Activity

Slides 11-12
2.3 Roles in Supervision
MODULE 2 25
30 Caseworker Capacity Assessment
Slides 13-15
2.4 Caseworker Capacity Assessment
5 Shadowing
Slide 16
2.5 Shadowing Tool
80 Observation
Slides 17-19
2.6 Observation Tool
2.7 Observation Tool Role Play
30 Case File Review

Slides 20-22
2.8 Case File Checklist
25 Case Discussions
Slides 23-25
2.9 Case Discussion Tool
20 Supervision Process Activity

Slides 26-27
2.10 Supervision Process
25 Supervision Calendar
Slide 28
10 Putting it Together
Slide 29
2.11 Putting it together
10 Review and Closing

Slides 30-31
10 Supervision Action Plan

Slide 32
26 MODULE 2
This module presents the 2 settings and 7 formal practices of supervision and
coaching. For each practice there is a corresponding tool to help supervisors
structure and organize their work. Participants will have a chance to examine each
tool and will experience applying the practices and tools through the role plays and
activities. Facilitators should ensure there is enough time to review each tool when it is
distributed.
The supervision practices presented in this module are not mandatory. It is the
responsibility of organizations implementing case management in the country context
to determine what practices are appropriate, according to the phase of the response,
staffing structures, as well as the capacities and availability of case management
teams.
Facilitators should have case management experience and previous exposure to child
protection case management supervision and coaching. Preferably, the facilitator will
have experience supervising and/or coaching caseworkers.
In addition to this basic knowledge, it is essential that facilitators review and familiarize
themselves with all of the practices and tools presented in this module. Ideally, the
facilitator will have experience applying these, or similar practices and tools, in diverse
settings.
Facilitators should be knowledgeable and experienced in giving feedback for role plays,
in order to demonstrate best practice during activity debriefings. Keep in mind three
questions for feedback:
1. How did you feel?
2. What went well?
3. What would you do differently?
This module lays the groundwork for Module 3 which focuses on the specific skills
needed by supervisors to apply the practices and tools.
Key messages
• All supervision practices are intended to be collaborative, with caseworkers and
supervisors both having responsibilities to prepare, engage and
follow-up
• Supervisors are constantly engaged in the 3 functions of supervision through the
practices that are presented
• Supervision is never finished; it is an ongoing process of building caseworkers’
knowledge and skills, while providing support, direction and encouraging reflection
MODULE 2 27
MODULE 3.
SUPERVISION AND COACHING SKILLS
Photo Credit: Ned Colt / The IRC

SUPERVISION AND COACHING SKILLS
Aim: To know and apply skills that support the practices of supervision and coaching
Learning 1. Review the applied competencies of effective supervisorsKnow the purposes

Objectives associated with the different practices
2. Practice coaching using reflective practice and the GROW model
3. Practice giving feedback using effective communication skills
4. Apply case management guiding principles in supervision
5. Review effective group facilitation skills
Materials Handouts:
3.1 Ideal Supervisor Template
3.2 Supervisor Competencies
3.3 Communication Skills for Supervisors
3.4 Reflective Practice
3.5 GROW Model
3.6 Tips for Giving Feedback
3.7 Feedback Role Play
3.8 CPCM Guiding Principles
3.9 Guiding Principles Scenario Exercise
3.10 Group Facilitation Tips
Materials:
• Laptop, projector, speakers and PowerPoint slides
• Flipchart, markers, paper, pens
• Colored notecards or sticky notes
• Small, soft ball
• Sweets or prizes for quizzes
30 MODULE 3
Preparation ࢚࢚ Prepare Ideal Supervisor flipchart
࢚࢚ Download the Supervision videos to be used in Slide 10:
https://www.youtube.com/watch?v=ZRlC3SDobDQ&t=23s&index=12&list=PLoGf
TRo7nXHSOb3HSc-11e4-UfPkDcytA
https://www.youtube.com/watch?v=93DDC2OSTFw&list=PLoGfTRo7nXHSOb3H
Sc-11e4-UfPkDcytA&index=18
If the participants are not English speakers; adjust the video activity to a group
role-play. Work with volunteers prior to the session to create two scenarios; one
demonstrating “helpful” and the other “unhelpful” supervision and coaching
practices
࢚࢚ Adjust the Feedback role-play activity (Slide 24) with a name that is appropriate
for the context
࢚࢚ Print and organize all handouts
࢚࢚ Prepare scenarios for Guiding Principles exercise in advance (contextualize and
print enough copies)

Slides 1-3
35 Supervisor Competencies
Slides 4-7
3.1 Ideal Supervisor template
3.2 Supervisor Competencies
10 Active Listening and Communication Skills

Slides 8-9
3.3 Communication Skills for Supervisors
20 Supervision Videos/Role Play

Slide 10
10 Supporting Caseworkers
Slide 11
45 Coaching Methods: Reflective Practice and GROW

Slides 12-16
3.4 Reflective Practice Record
3.5 GROW model
MODULE 3 31
75 Providing Feedback to Caseworkers
Slides 17-25
45 Applying Guiding Principles

Slides 26-28
45 Group Facilitation Skills

Slides 29 - 34

Slide 35 - 36

Slide 37

This module starts by reviewing the competencies for an ideal Supervisor with a focus
on identifying the skills (and considering how to apply the knowledge and attitudes/
behaviours) of supervision in both group and individual settings. The activities that
make up this module are practical and draw on knowledge, skills and attitudes/be-
haviours that participants should already be familiar with. It is not a review of essential
skills; rather, it is a framing of the skills as they should be applied by supervisors.
There is a focus on practicing coaching, giving feedback and applying the guiding
principles. Skills in communication and group facilitation are presented as methods.
In order to effectively facilitate this module, it is important that facilitators are confident
and have experience with the skills that are outlined:
• Active Listening and Communication
• Coaching
• Giving Feedback
• Applying Knowledge of the Guiding Principles
• Group facilitation
In addition to these skills, it is essential that facilitators review and familiarize them-
selves with the Reflective Practice and GROW model.
Just as with the previous module, facilitators should be experienced in giving feed-
back for role plays, in order to demonstrate best practice during activity debriefings.
Keep in mind three questions for feedback:
1. How did you feel?
2. What went well?
3. What would you do differently?
32 MODULE 3
Key Messages
• Supervisor competencies consist of skills, knowledge and attitudes/behaviours
• Effective communication and coaching skills are fundamental for supervisors
• Communication skills and active listening can help caseworkers reflect on their
practice and feel supported to identify potential ways forward
• Feedback should be focused on improving practice so children are better served
and protected. Positive and constructive feedback should be a part of an ongoing
supervisor-caseworker relationship
• One of the keys to effective supervision is having sound knowledge of the guiding
principles and practices of case management, and the supervision skills and
behaviors to apply them in individual and group settings
• Supervision skills take time and practice – and can constantly be developed and
improved through reflection
MODULE 3 33
MODULE 4.
STAFF CARE AND WELL-BEING
Photo Credit: Kellie Ryan / The IRC

STAFF CARE AND WELL-BEING
Aim: To explore supervision strategies that support staff care and well-being for case
management teams
Learning 1. Understand the sources and signs of negative stress

Objectives 2. Strategize ways to practice self-care as a supervisor
3. Learn methods for supporting caseworkers
4. Identify characteristics of a healthy case management team
5. Develop a team well-being action plan
Duration 4 hours
Materials Handouts:
4.1 Sources of Stress
4.2 Signs of Negative Stress
4.3 Team Wellness Mandala Instructions
4.4 Blank Mandala Template
4.5 Sample Mandala
Materials:
• Flipchart stand, flipchart paper
• Colored markers
• Sticky notes
• Sweets or small prizes (enough for everyone)
• Tape or blu-tack
• Scissors for small groups (1 pair per group, minimum)
• Collage materials for the Mandala (magazine pictures, photos, glue, glitter, stickers,
craft supplies)
36 MODULE 4
Preparation For Mandala Activity:
࢚࢚ Review the instructions closely prior to the training.
࢚࢚ Collect collage and other creative materials for the Mandala exercise before the
session begins.
࢚࢚ Prepare flipchart with a Mandala image as per the blank Mandala on slide 21.
࢚࢚ Have some prepared images for at least 1 category to use in the plenary example
(slides 23, 24).

Slides 1-3
5 Team Well-being
Slide 4
50 Negative Stress: Sources and Signs

Slides 5-14
4.1 Sources of Stress Drawing
4.2 Signs of Negative Stress
20 Wellness Reflection
Slides 15-16
20 Supervisors’ Roles in Team Well-being

Slide 17-19
4.4 Blank Mandala
4.5 Sample Team Wellness Mandala
100 Team Wellness Mandala

Slides 20-29
4.4 Blank Mandala
4.5 Sample Team Wellness Mandala

Slides 30-31

Slide 32
MODULE 4 37
This module begins by reviewing some important concepts on stress that are
presented in many other trainings including the Inter-agency Case Management
Training:
The intention of this module is to guide supervisors in their role in supporting and
maintaining team wellness. In order to help supervisors develop a team wellness
strategy, a mandala exercise is presented with the intent to encourage supervisors to
take the guidance back to their teams and use it to facilitate discussion and develop a
wellness strategy. A collaborative approach is strongly encouraged.
Facilitators should read the mandala exercise instructions carefully in advance to

ensure understanding of the activity. Facilitators will need to prepare and organize
materials in advance for the example and for the activity itself.
The wellness strategy developed in the mandala exercise should be incorporated into
the overall Supervision Action Plan that participants have been working on over the
four modules of the training. Time is provided in this module to incorporate wellness
actions into their Supervision Action Plans.
Facilitators should be familiar with the topic of stress, its sources, and potential impacts
on child protection caseworkers and supervisors. The facilitator should take time to
familiarize themselves with the Mandala tool before trying to facilitate the module.
Key Messages
• In order to provide the best care and services to children and their families,
caseworkers and supervisors need to make sure they are taking care of their
own well-being. This requires awareness of the stressors in their lives, as well as
learning tools and methods to cope with stress so as to prevent it from negatively
impacting them.
• Team wellness should be a group effort. Collaboration on developing wellness
action points is recommended. Discussing problems or challenges to team
wellness must be handled with honesty and sensitivity.
38 MODULE 4
CLOSING MODULE
Photo Credit: Jacob Russell / The IRC

CLOSING MODULE
Aim: To close the training and finalize supervisors’ next steps.
Learning 1. Review the training objectives

Objectives 2. Consolidate Supervision Action Plans
3. Finalize the next steps
4. Close the training
Duration 1 hour 30 minutes
Materials Handouts:
5.1 Supervision and Coaching Post-test
5.2 Supervision and Coaching Evaluation
Materials:
• Certificates
• Yarn and a balloon
• USB flash drives for all participants with training materials and supervision tools
Preparation ࢚࢚ Adapt slide 4 according to context; including further learning and development; as
well as a potential follow-up workshop
࢚࢚ Print certificates in advance
࢚࢚ Prepare USB flash drives with resources for participants
2 Introduction
Slides 1-2
8 Objectives of the Training

Slide 3
40 CLOSING MODULE
20 Supervision Action Plans and Next Steps
Slide 4
35 Community of Practice Closing Activity

Slide 5
20 Closing (Post-tests, Evaluations and Certificates)

Slide 6
5.1 Supervision and Coaching Post-test
5.2 Supervision and Coaching Evaluation
5 Closing Activity and Remarks

Slide 7

This module closes the training and confirms the Supervision Action Plans and outlines
ways forward for implementation and support to case management teams.
It is important to collect the posts-tests and final evaluations from all participants before
distributing the certificates. Reassure participants that their feedback is anonymous. It
is important that feedback provided is sincere and honest. Let participants know it will
be used to improve future trainings.
Ensure that participants are clear on the contents of the USB flash drives, and that they
have access to the slides and supervision tools. Facilitators should try to identify ways
to continue supporting supervisors post-training and inform participants of who to
contact for further support.
Facilitators should be broadly familiar with the global Alliance for Child Protection in
Humanitarian Action, have case management experience and previous exposure to
child protection case management supervision and coaching. Ideally the facilitator will
have experience supervising and/or coaching caseworkers.
Key Messages
• The work of case management and supervision can be challenging and taxing, but
we have each other!
• Thank you for participating and we wish you success in your roles as supervision
champions!
CLOSING MODULE 41
ANNEXES
Admira Foundation. (n.d.). Module 13: Prevention of Professional Burn-out with Care Workers; Self-Care and Organiztional
Care. Retrieved 2017, from Netherlands Centre for Social Development: http://www.pharos.nl/documents/doc/workforcare_
module13.pdf
Alliance for Child Protection in Humanitarian Action. (2014). Inter-agency Guidelines for Case Management and Child
Protection. Retrieved 2017, from cpwg.net: http://cpwg.net/resources/case-management-training-package-2014-zip-23mb/
Australia Associaltion of Social Workers. (2014). Supervision Standards. Retrieved 2017, from https://www.aasw.asn.au/
practitioner-resources/related-documentsBrandon et al. (n.d.). Analysing Child Deaths: Biennial Analysis of Serious Case
Reviews. Retrieved from http://www.uea.ac.uk/centre-research-child-family/child-protection-and-family-support/analysing-
child-deaths
Catholic Relief Services. (n.d.). Module 11: Reintegration of Children in Residential Care into Family Care. Roles and
Responsibilities in Case Management. Retrieved 2017
Centre for the Study of Social Policy. (2006, Winter). Hired For Good: Using a Competency Model to Increase Frontline
Supervisor Effectiveness in Child Welfare Agencies. (C. Anderson, Ed.) Retrieved 2017, from Centre for the Study of Social
Policy: https://www.cssp.org/publications/child-welfare/child-welfare-misc/hired-for-good-winter-2006.pdf
Children’s Workforce Development Council. (2010). Inspiring Practice: A guide to developing an inegrated approach to
supervision in Children’s Trusts. Retrieved 2017, from cwdcouncil.org.uk.
Concern Worldwide. (n.d.). Retrieved 2017, from https://www.concern.net/insights

Headington Institute. (2008). Stress and Burnout. Retrieved 2017, from Headington Institute: http://headington-institute.org/
topic-areas/126/stress-and-burnout
Davis, T. and Simmel, C. (2014). USAID: Case Management Toolkit: A user’s guide for strengthening case management
services in child welfare. Retrieved 2016 from http://www.iss-usa.org/uploads/File/Case%20Management%20Toolkit.pdf
International Rescue Committee, International Medical Corps, UNICEF, UNFPA and UNHCR (2017). Inter-agency Gender-
based Violence Case Management Training Facilitator Guide. Retrieved 2017 from http://gbvresponders.org.
Inter-Agency Standing Committee. (2007). IASC Guidelines on Mental Health and Psychosocial Support in Emergency
Settings. Retrieved 2017, from http://www.who.int/mental_health/emergencies/guidelines_iasc_mental_health_
psychosocial_june_2007.pdf
International Rescue Committee. (2014) Caring for Child Survivors of Sexual Abuse. Retrieved 2016 from https://www.
unicef.org/pacificislands/IRC_CCSGuide_FullGuide_lowres.pdf
42 ANNEXES
Ministry of Gender Labour and Social Development. (2009). Support Supervision Guide for orphans and other vulnerable
children service delivery. Retrieved 2017, from http://www.socialserviceworkforce.org/system/files/resource/files/
Support%20Supervision%20Guide.pdf
National Aids Control Programme. (2010, March). A Manual for Comprehensive Supportive Supervision and Mentoring on
HIV and AIDS Health Services. Tanzania: The United Republic of Tanzania Ministry of Health and Social Welfare. Retrieved
2017
National Association of Social Workers and Association of Social Work Boards. (2013). Best Practice Standards in Social
Work Supervision. Retrieved 2017, from National Association of Social Workers: https://www.socialworkers.org/LinkClick.
aspx?fileticket=GBrLbl4BuwI%3d&portalid=0
National Child Welfare Resource Centre for Organizational Improvement. (2007). Strengthening Child Welfare Supervision. (P.
Watson, Ed.) Retrieved 2017, from http://muskie.usm.maine.edu/helpkids/rcpdfs/cwmatters6.pdf
National Resource Centre for Family-CentredPractice and Permanency Planning and National Child Welfare Resource
Centre. (2009). Building a Model and Framework for Child Welfare Supervision. Retrieved 2017, from
http://www.nrcfppp.org
Stevens, Irene, CELCIS (2015). Practicing Supervision in Child Care and Child Protection Agencies. Retrieved from
www.childhub.org
Save the Children. (2016). Retrieved from https://www.stc.or.id
Smith, M. K. (2011). The functions of supervision. Retrieved 2017, from infed: http://infed.org/mobi/the-functions-of-
supervision/
Stevens, I (2015). Practicing Supervision in Child Care and Child Protection Agencies. Retrieved 2016, from
www.childhub.org
US Department of Health and Human Services. (2004). Supervising Child Protective Services Caseworkers. Retrieved 2017,
from National Clearinghouse on Child Abuse and Neglect Information.
Wilkinson, R. (2015). Essential Supervisory Skills: The Supervisor’s Toolbox 4th Edition. Retrieved 2017, from https://www.
tacoma.uw.edu/sites/default/files/sections/HumanResources/documents/supervisors_toolbox_5th_edition.pdf
WSCB Practice, Policies and Procedures Group. (2014, November). Worcestershire Safeguarding Children Board
Supervision Guidance. Retrieved from www.worcestershire.gov.uk/download/downloads/id/4673/supervision_guidance.pdf
ANNEXES 43

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Photo Credit: Peter Biro / The IRC

12 Organizing, Delivering and Evaluating the Training

14 Evaluation of the Training

14 Training Follow-up and Refresher Workshops

18 Module 1. Defining Supervision and Coaching within CP Case Management

23 Module 2. Supervision Practices and Tools

29 Module 3. Supervision and Coaching Skills

35 Module 4. Staff Care and Well-being

Hani Mansourian and Audrey Bollier

Turkey facilitating Trainings of Trainers for eight countries.

Terre des hommes- Consultant

International Rescue UNHCR

ADAPTATION AND CONTEXTUALIZATION 5

Aim and Learning Outcomes

Training Admin folder:

Learning and Development Strategy

Sample Four Day Agenda

9:00 - 11:00 Welcome, Introductions

11:00 - 11:15 Break

11:15 - 12:45 Module 1: Defining Supervision and Coaching

12:45 - 13:45 Lunch

13:45 - 16:00 Module 1: Defining Supervision and Coaching

9:00 - 9:30 Welcome, Review

9:30 - 11:00 Module 2: Supervision and Coaching Practices and Tools

11:00 - 11:15 Break

11:15 - 13:00 Module 2: Supervision and Coaching Practices and Tools

13:00 - 14:00 Lunch

14:00 - 16:00 Module 2: Supervision and Coaching Practices and Tools

9:00 - 9:30 Welcome, Review

9:30 - 11:00 Module 3: Supervision and Coaching Skills

11:00 - 11:15 Break

11:15 - 13:00 Module 3: Supervision and Coaching Skills

13:00 - 14:00 Lunch

14:00 - 16:00 Module 3: Supervision and Coaching Skills

9:00 - 9:30 Welcome, Review

9:30 - 11:00 Module 4: Staff care and Well-being

11:00 - 11:15 Break

11:15 - 13:00 Module 4: Staff care and Well-being

13:00 - 14:00 Lunch

14:00 - 15:00 Module 4: Staff care and Well-being

15:00 - 16:00 Closing

Sample Three Day Agenda

9:00 - 10:30 Welcome, Introductions

10:30 - 10:45 Break

10:45 - 12:45 Module 1: Defining Supervision and Coaching

12:45 - 13:45 Lunch

13:45 - 15:00 Module 1: Defining Supervision and Coaching

15:00 - 15:15 Break

15:15 - 17:00 Module 1: Defining Supervision and Coaching

9:00 - 9:10 Welcome, Review

9:10 - 10:30 Module 2: Supervision and Coaching Practices and Tools

10:30 - 10:45 Break

10:45 - 12:45 Module 2: Supervision and Coaching Practices and Tools

12:45 - 13:45 Lunch

13:45 - 15:30 Module 3: Supervision and Coaching Skills

15:30 - 15:45 Break

15:45 - 17:00 Module 3: Supervision and Coaching Skills

9:00 - 9:10 Welcome, Review

9:10 - 11:10 Module 3: Supervision and Coaching Skills

11:10 - 11:25 Break