Provide the necessary information about the organization’s operating procedures and day to day activities.

Knowledge of the placement institution’s mission, objectives and intervention focus.

Provide the necessary information about the organization’s operating procedures and day to day activities.

Knowledge of the relevant government policies and the policies and procedures of the placement facility.

Explain the relevant government policies and the policies and procedures of the placement facility.

Capacity to apply the chief managerial functions (e.g. planning and programming) to the student’s work; capacity to set priorities.

Plan, organize and coordinate field placement activities and clinical experiences.

Capacity to select assignment cases in light of the student’s learning achievement.

Assign tasks.

Knowledge of basic information about the quality and quantity of work normally expected of a student; capacity to formulate objectives, procedures and evaluation tools; to skillfully deploy authority, power, influence and leadership; and to give the student continuous feedback.

Check, qualify and quantify the work done.

Capacity to negotiate the student’s role and tasks with the field/clinical site.

Supervise the way in which the organization uses the student.

Knowledge of the supervisor’s and partners’ roles and responsibilities; capacity to provide representation vis-a-vis partners.

Represent the field/clinical site; act as intermediary between the educational institution and the departments of the placement facility.

Capacity to formulate learning objectives and draw up a learning contract and to factor them into learning activities geared to their achievement.

Assist in formulating learning objectives and the learning contract.

Capacity to formulate learning objectives and draw up a learning contract and to factor them into learning activities geared to their achievement.

Introduce the student to the field/clinical placement and supervision procedures and explain the stages involved.

Knowledge of what supervised placement entails; capacity to calibrate learning to the student’s achievement level.

Prepare supervision (e.g. case discussions, teaching targets and required materials).

Capacity to use a supervision model and the associated tools or techniques.

Learn to recognize and respect the way the student is, does things and learns.

Knowledge of cognitive psychology, learning modes and cognitive styles; capacity to respect the way the student is and does things.

Create a sharing atmosphere conducive to the advancement of learning and acquisition of knowledge, skills and attitudes.

Capacity to listen and create an atmosphere conducive to learning.

Convey the necessary knowledge, skills and attitudes; encourage their development and practice.

Capacity to identify knowledge to be acquired and skills to be built; capacity to analyze attitudes, values, and so on.

Promote associations between theory and practice; encourage the cycle of action-reflection-learning-practice; jointly analyze actions taken or planned.

Capacity to factor the importance of the theory-practice association and the action-reflection cycle into supervised placement.

Provide the student with the necessary learning tools.

Capacity to develop or use tools conducive to learning (role playing, audiovisuals, journal, etc.)

Encourage self-evaluation and evaluate learning on a continuing basis.

Capacity to evaluate learning and encourage self-evaluation.

Build a relationship of trust with the supervisee.

Capacity to establish satisfactory contact with the supervisee, while balancing authority and trust.

Recognize, support and stimulate the student’s learning.

Capacity to be open and understanding of the learner, as well as empathetic and genuine in interaction with him or her.

Foster openness and understanding when problems arise; ease tension resulting from a new environment and inexperience.

Knowledge of the inner conditions associated with learning; capacity to deal with the affective and cognitive dimensions of learning.

Create a climate conducive to the expression of feelings and emotions; encourage awareness of one’s own reactions and those of the student and beneficiary.

Capacity to establish the calm and trust needed for learning; to build awareness; and to encourage retrospection regarding attitudes and reactions; capacity to challenge oneself and adapt.

Clarify roles, responsibilities and intervention objectives; provide an overarching perspective.

Capacity to carefully consider interventions and highlight those relating to professional practice; capacity to enhance the student’s inner resources and encourage autonomy.

Be tolerant of mistakes and face reality

Capacity to provide constructive feedback and show how mistakes teach lessons