The purpose of this article is to demonstrate, with reference to the work of Guttman, Eisikovits & Maluccio (1988)
INTRODUCTIONIn their article "Enriching social work supervision from the competence perspective" the authors Guttman, Eisikovits & Maluccio (1988:278-290) state that the manifest goal of supervision in social work generally has become associated with the promotion of competence. However, these authors also say that interpretations of the concept vary and that explicitly stated competenceoriented models of supervision are rare. According to the authors, there is an obvious lack of clear and explicitly formulated competence-oriented supervision models.The purpose of this article is to demonstrate, with reference to the work of Guttman et al. (1988), how a competence model of supervision for social workers and students in South Africa can be operationalised. This will be done by showing the relevance of a competence model for supervision in South Africa and by explaining, with reference to outcomes-based and empowerment supervision, the rationale behind the operationalisation of the competence model. The competence model will then be conceptualised so as to provide a theoretical foundation for the model. The operationalisation of the competence model is demonstrated by defining outcomesbased supervision, explaining the relevant principles of outcomes-based supervision, defining empowerment supervision, indicating the differences between traditional and empowerment supervision, and by clarifying the relevant principles of empowerment.
RELEVANCE OF THE COMPETENCE MODEL FOR SUPERVISION IN SOUTH AFRICAIt would appear that a competence model as a model of supervision for social workers/students is eminently suited to the current South African situation, because the implementation of policy as stipulated by the White Paper for Social Welfare (Ministry for Welfare and Population Development, 1997) and the South African Qualifications Authority Act (RSA Ministry of Education, 1995) both require that social workers and students demonstrate specific competencies.