Stage 1 Developing the concourse (Q set) Focus group to discuss supervision Consult the literature around supervision Develop the concourse and reduce to a 54 items Pilot the Q set Stage 2 Select the participants (P set) Early years practitioners operating within local authority selected. Consent and information sheet given. Stage 3 Q sorting process (Q sort) Pilot the Q sort and materials Q sort given in groups within early years settings, researcher present Supplementary questionnaire Stage 4 factor analysis (Q analysis) By person factor analysis using PQmethod software Production of ‘factors’ representing view points Stage 5 Interpretation (f-set) Interpretation of factors using crib sheets Discuss interpretations with selected participants Disseminate/feedback findings 3.6. A Brief Introduction to Q Methodology Q methodology is a method of studying individuals’ subjectivity, specifically their view point, attitudes, beliefs or opinions. Q Methodology was originally developed by William Stephenson (1902-1989). In a Q methodology study, participants are presented with statements on a particular theme (the Q set) and asked to put the statements into order (card sorting task) according to their own judgements to complete a Q sort. By sorting the statements, the participants demonstrate their view point or ‘personal profile’ on the theme. These individual rankings of the statements are then processed using by-person factor analysis. Correlations between individual profiles, or segments of the profiles, can then demonstrate the existence of similar view points on the topic in question. The factors that are elicited through Q analysis are not imposed upon the participants and are used to describe a population of views rather than a population of people. This method can be contrasted with factor analysis (‘R method’) which involves looking for correlations between variables across a sample of participants. Q methodology looks for
Figure 3. Factor 2 Array 6.2. Factor 2 Array -5 -4 -3 -2 -1 0 +1 +2 +3 +4 +5 a set private location 27 having the agenda agreed before supervision session 6 a supervisor who leads by example 9 hearing examples from my supervisors work 25 time to discuss ethical issues 51 discussing personal issues as they relate to work 7 reviewing policies and organisational expectations 36 developing self awareness 16 constructive feedback 13 being given strategies to improve my work 14 support when dealing with a crisis at work 40 protected time 54 having the session recorded formally 4 time to explore personal values in relation to my work 1 a supervisor who is available 53 being pointed in the right direction to find out more 19 identifying my training needs/goals 8 developing my personal skills 2 a time for my frustrations to be heard 10 developing creative solutions to problems 52 joint reflections on problems 41 increasing my competency to do my job 44 consistency 50 Confidentiality 20 agreeing future action plans during the session 11 being listened to and engaged with 35 gaining perspectives in difficult times 29 a knowledgeable supervisor 28 having someone who makes decisions for me 24 developing self care strategies 17 considering better outcomes for children/families 43 a supervisor who challenges me 23 developing clarity about my role 12 help managing my workload 3 self evaluation and monitoring 32 feeling free to ask questions 5 increasing my confidence to deal with difficult situations 22 time to critically reflect on my own work 46 a structured session 15 collaborative problem solving 18 help to understand the role of other professionals 26 encouragement to be independent in decision making 21 discussing procedures 37 time to reflect on dealing with my emotions 34 help to integrate information and ideas 47 a joint decision making process 33 observing my supervisor working 30 a supervisor who understands my role 38 developing effective team skills 48 being motivated 39 Discussing the theoretical basis of my work 31 discussing working with other professionals 42 exchanging thoughts and ideas 49 joint reflections on positive experiences 45
Figure 4. Factor 3 Array 6.3. Factor 3 Array -5 -4 -3 -2 -1 0 +1 +2 +3 +4 +5 Developing clarity about my role 12 A supervisor who leads by example 9 Help managing my workload 3 Identifying my training needs/goals 8 Agreeing future action plans during the session 11 Discussing personal issues as they relate to work 7 Being pointed in the right direction to find out more 19 Increasing my confidence to deal with difficult situations 22 A joint decision making process 33 Collaborative problem solving 18 Being listened to and engaged with 35 Having someone make decisions for me 24 A supervisor who challenges me 23 Having the session recorded formally 4 Discussing the theoretical basis of my work 31 Being given strategies to improve my work 14 Time to explore personal values in relation to my work 1 to be independent in decision making 21 A knowledgeable supervisor 28 Joint reflections on problems 41 Considering better outcomes for children/families 43 Exchanging thoughts and ideas 49 Observing my supervisor working 30 A structured session 15 Gaining perspective in difficult times 29 Developing self awareness 16 A time for my frustrations to be heard 10 Help to understand the role of other professionals 26 A supervisor who understands my role 38 Discussing working with other professions 42 Feeling free to ask questions 5 Having the agenda agreed before the session 6 Reviewing policies and organisational expectations 36 Joint reflections on positive experiences 45 Self evaluation and monitoring 32 Time to critically reflect on my own work 46 Consistency 50 Developing creative solutions to problems 52 Time to discuss ethical issues 51 A set private location 27 Confidentiality 20 Hearing examples from my supervisor’s work 25 Discussing work procedures 37 Support when dealing with a crisis at work 40 Increasing my competency to do my job 44 A supervisor who is available 53 Time to reflect on dealing with my emotions 34 Developing my personal skills 2 Help to integrate information and ideas 47 Being motivated 39 Developing effective team skills 48 Protected time 54 Developing self care strategies 17 Constructive feedback 13
arrangements (Callicott & Leadbetter, 2013). Hawkins & Shohet (2006) report potential benefits of this form of supervision include a ‘fresh’ perspective from the supervisor who is not immersed in the supervisee’s working environment and so may be better able to see a clearly the ‘bigger picture’. Separating supervision from line management also has reported advantages. Townend (2005) however suggests that too much of a contrast between the professions of the supervisor and supervisee may create barriers to communication and ability to empathise. Callicott & Leadbetter (2013) also claim that when different professional groups engage in the supervision process different expectations can create tensions which impact upon the successfulness of relationships. 7.5. Factor 3 Collaboration seemed to be valued within the majority of viewpoints elicited in this study, but it was particularly prominent within Factor 3. It is useful to consider why this may be raised as an issue for this group of professionals. Staff within foundation stages in schools are frequently separated from the rest of the school both physically and in terms of having different break times due to different timetable requirements. This may create a sense of dislocation and feelings of not belonging in relation to the rest of the school. A child-minder spends a lot of time each day completely immersed in their work with young children. They are often isolated from other adults throughout the working day. In children’s centres and private nurseries there are higher numbers of staff, however, the focus during working hours is on the children. There is also a problem due to child supervision ratio requirements resulting in staff generally taking breaks individually to maintain staff ratios in each room. This can leave staff isolated both professionally and personally without the opportunity to have conversations in the staffroom that are common for other teachers. Supporting collaborative working in different ways such as mentoring, group projects and social activities can provide opportunities for fulfilling interactions and relationships. This can also contribute towards fulfilling the basic need for a sense of belonging (Maslow, 1970). Caruso & Fawcett (1999) suggested that when people socialise informally, provide each other with support and receive advice, this resulted in higher levels of job satisfaction and lower rates of worker ‘burnout’. It is however, possible that staff see this as a function of staff meetings or other arenas, not as part of supervision. As collaboration is something that seems to be generally
Factor Scores -- For Factor 1 No. Statement No. Z-SCORES 20 Confidentiality 20 2.211 50 Consistency 50 2.193 9 A supervisor who leads by example 9 1.928 28 A knowledgeable supervisor 28 1.765 53 A supervisor who is available 53 1.286 40 Support when dealing with a crisis at work 40 1.285 35 Being listened to and engaged with 35 1.162 48 Developing effective team skills 48 1.018 13 Constructive feedback 13 1.004 30 Observing my supervisor working 30 0.991 49 Exchanging thoughts and ideas 49 0.929 39 Being motivated 39 0.894 43 Considering better outcomes for children/families 43 0.716 38 A supervisor who understands my role 38 0.667 5 Feeling free to ask questions 5 0.594 21 Encouragement to be independent in decision making 21 0.513 8 Identifying my training needs and goals 8 0.444 10 A time for my frustrations to be heard 10 0.435 22 Increasing my confidence to deal with difficult situations 22 0.395 41 Joint reflections on problems 41 0.324 33 A joint decision making process 33 0.295 23 A supervisor who challenges me 23 0.282 19 Being pointed in the right direction to find out more 19 0.251 44 Increasing my competency to do my job 44 0.168 46 Time to reflect critically on my own work 46 0.006 52 Developing creative solutions to problems 52 -0.105 6 Having the agenda agreed before the supervision session 6 -0.193 45 Joint reflections on positive experiences 45 -0.196 2 Developing my personal skills 2 -0.234 14 Being given strategies to improve my work 14 -0.263 11 Agreeing future actions and plans during the session 11 -0.283 32 self evaluation and monitoring 32 -0.292 42 Discussing work with other professionals 42 -0.430 37 Discussing work procedures 37 -0.431