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LESSON 1
THEORETICAL CONCEPTS OF SOCIAL WORK
ADMINISTRATION

Overview:
Theoretical concepts of social work administration discuss administration
as a method of social work practice.

Learning Outcomes:
At the end of this lesson, the students can:
1. Discuss the contexts, concepts, and principles related to social welfare, social
work, social administration and their relationships.
2. Compare and contrast the concepts of administration in general and Social
Administration in particular.
3. Describe the nature, functions and roles of social welfare and development
agencies in governmental and non-governmental settings.
4. Express appreciation on the unique role of social work in a social welfare and
development agency.

Materials Needed:
• Laptop
• Headphone
• Reference Books
• Powerpoint Presentations

Duration: 9 hours

Learning Content:

ADMINISTRATION

Is an important area of organized human activity. It has been considered a

process, method or a set of relationships between and among people working
toward common objectives of organization.

Herman Stein describes the concept of administration as a process of

defining and attaining the objectives of an organization through a system of
coordinated and cooperative effort.

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ADMINISTRATION as method of practice deals primarily with the following:

1. Determination of goals and /or setting objectives

2. Formulation of policies
3. Creating and maintaining an organization
4. Making plans
5. Securing resources
6. Selecting necessary technologies for operations
7. Designing programs and services
8. Optimizing organizational behavior
9. Evaluating results for the improvement of services; and
10. Accounting for resource utilization.

ADMINISTRATION is a continuous process that leads to organizational

growth and development. Administration therefore is a phenomenon occurring in
governments, schools, business firms, hospitals and in any organized goal
seeking group persons.

CHARACTERISTICS

1. Administration is a human enterprise.

2. It is a continuous, dynamic process for a common purpose or goal
3. The resources of people and materials are harnessed and coordinated to
achieve organizational goals.
4. Leadership is implicit in administration.
5. Coordination, cooperation and participation are the means for achieving
organizational goals.

ELEMENTS

1. Organization is the setting up of the framework or structure of the

different units of the system to carry out or perform district tasks for the
attainment of the goals of administration. According to Chester Bernard,
“an organization comes into being when

a. there are persons able to communicate with each other

b. who are willing to contribute action
c. to accomplish a common purpose.”

2. Management is the activity that allocates and utilizes resources to

achieve the goals of the organization. More specifically it is the scientific

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utilization of manpower, money, machines, materials, methods, time,

space and all other resources for the attainment or organizational goals.

Management is certain functions performed by social workers at all

administrative levels within human service organizations that are designed
to facilitate the accomplishment or organizational goals.

Social workers in the role of manager, attempt to build and maintain

an optimal internal work environment (often referred to as climate)
conducive to the efficient delivery of effective services to clients. Thus,
management is primarily a proactive (rather than reactive) activity.

SOCIAL ADMINISTRATION

According to Hanlan, social administration focuses on the policies,

planning and administration of goods and services in relation to the political,
social and economic institutions and to the determinants of the distribution of
national resources to social welfare needs.

Generally, the term “social administration” is used to refer to

administration in the fields of health, education and other social development
fields.

SOCIAL WELFARE ADMINISTRATION

Refers more specifically to the administrative processes in a social welfare

agency, the formulation of its policies and plans and their implementation into
programs and services for specific client groups.

SOCIAL WORK AMINISTRATION

Is a method of social work concerned with the provision and distribution of

societal resources so as to enable certain types of persons and people to meet
their needs and fulfill their potentials.

As a secondary method in social work, administration according to Walter

Friedlander is based upon the principles and techniques of administration in
general but addressed to the specific social work tasks of defining and solving
human problems and satisfying human needs.

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CHARACTERISTICS
1. The use of the principles and techniques of administration.
2. The use of philosophy aims and functions of social work, its methods of social
diagnosis, analysis and synthesis of individual, group or community needs.
3. Primary focus is a helping process for individuals, groups and communities.
4. SWA is working with people based on knowledge and understanding of
human behavior, human relations and human organizations.
5. Social Work methods are used not only in the services provided by the
agency but also in the administrative process and staff relations.

ACTIVITIES
1. Study the community.
2. Determine agency purpose as basis for clientele selection.
3. Provide financial resources, budgeting and accounting.
4. Develop agency policies, programs and procedures for implementation.
5. Select and work with agency leadership, professional, and non- professional,
boards, committees, and service volunteers.
6. Provide and maintain physical plant, equipment and supplies.
7. Develop a plan, establish, and maintain effective community relations and
interpret programs.
8. Keep full and accurate records of agency operations and make regular
reports.
9. Continuously evaluate program and personnel, plan and conduct research.

Importance of Social Work Administration

1. Social work administration is the keystone for maximizing the
effectiveness of social work programs in the solution of social problems
and in the betterment of social conditions for all people
2. Social work administration provides the framework for social work practice
that relates it to other agency functions. The quality of social work practice
is greatly influenced by social work administration

Aspects of Social Work Administration:

FUNCTIONS
a. It is the means by which identified social needs are dealt with by
appropriate social services, whether under public or private auspices.

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b. It is societal action for improved or new services needed by specific client

groups or the community as a whole. There is decision-making at every
level of administration

1. STRUCTURE
a. Studying it in relation to the organization as an element of administration.
b. Knowing that the social welfare agency represents the organizational
structure in social work administration.

2. PROCESS

Social Work Administration is a continuous, dynamic, and total process of

bringing together people, resources and purposes to accomplish the agency
goal of providing social services.

As a process it is based upon knowledge of human nature and human

organization to establish and maintain a system of cooperative and
participative effort at all levels of the organization. Trecker points out that as a
process, social work administration has important dimensions that include:

a. Central Dimension - This is the task or work assignment within the

agency structure. There is a wide distribution of responsibility in the
agency with the allocation of tasks and functions for every level of
work.
b. Psychosocial Dimension - This presupposes that people release their
feelings and energies and that these feelings and energies when
properly harnessed by the administrators, constitute the human
resource in achieving agency goals.

SOCIAL WELFARE AGENCY

A structured framework within which the administrative tasks are carried

out. It is the instrument of society established through government or voluntary
effort to achieve social goal.

Classification of Social Welfare Agency According to:

1. Source of support

a. Governmental or public agencies which are supported by taxes.

b. Private or voluntary agencies supported by private contributions or
donations or income from services. These are popularly referred to as
NGOs

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c. Semi-private or quasi-governmental organizations so called because they

receive some subsidy, either in cash or in kind from the government.
2. Function
a. Multifunctional b. Specialized
3. Source of Professional Authority
a. Primary-social workers carries full authority and responsibility for social
welfare functions
b. Secondary- social workers derive their authority and responsibility from
the host agency.

CHARACTERISTIC OF PUBLIC AGENCIES

1. They are created by constitutional mandate, by legislative act, or by executive
order of the President of the Philippines, presidential decree or letter of
instruction
2. Their creation, functions and programs are created by law and can be
changed only by law
3. Their organizational structure is bureaucratic and less flexible than private
agencies
4. They must conform with government procedures especially in accounting and
auditing of funds and property.

CHARACTERISTICS OF PRIVATE AGENCIES

1. Organized as a response of private organization to meet people’s needs in

the community
2. Maybe national chapters of international; org such as the Red Cross, YMCA,
etc.
3. May be established by sectarian or non-sectarian org.
4. Governed by their own chapters, constitution and by-laws and by governing
board
5. The organizational structures do not follow a bureaucratic pattern and
therefore they are more flexible in their policies and programs and can
respond to people’s needs more quickly.
6. Private agencies can pioneer and have demonstration projects which later
can be turned over to the government. The latter can adopt the program on a
larger scale with more resources available

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Social Welfare Agency as a SOCIAL SYSTEM

A social system is a whole with each part bearing a relation to every other
part and all are interdependent.
A purposeful, organized interrelationships of components in which the
performance of the whole exceeds the individual outputs of all the parts. (William
Link)
When applied to social work administration it refers to the concepts of
agency purposes and interrelationship of different units as subsystems of the
organization.

Components of Social System:

1. Input - human, methods and money.

2. Output - represents what the system is doing in relation to its goals,
examples: programs and services
3. Throughput - the conversion process of inputs to outputs.

Closed and Open Properties

An open system is permeable to other systems and is affected by them.
A closed system is one that is not affected by its external environment.
Multiple Systems
Apply to the many levels of systems and subsystems.
Systems Equilibrium
Systems equilibrium or stability is the tendency of an organization (system)
to maintain a uniform and beneficial stability within and between its parts.

LEVELS IN THE ORGANIZATION

1. Policy level
Parameters
a. Policy-making in public agencies is a function of higher officials based
on constitutional mandate, legislative act, executive order, or
presidential decree
b. In a non-government organizations, policy-making is vested in duly
constituted board of directors

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2. Administrative or Executive
The functions of executive are
a. participation in the formulation and determination of policy
b. provision of guidance and direction in the planning process
c. staffing and organizing
d. provision of guidance, direction, supervision, coordination, and fiscal
control
e. interpretation of the agency to the public
f. continuous evaluation to improve agency standards
g. represent the agency in councils and other organizations in the
community
3. Supervisory level
The supervisor enables the worker to perform their functions more
effectively and provides the means for them, to grow in their jobs.
His/her functions are:
a. Ensure that the work is done as mandated and expected
b. Provide guidance in the best use of worker’s knowledge and skills and
assisting in the development of competence required by their functions
(educative)
4. Direct service levels
The direct service workers have direct/field contact with the people or
clients needing the agency or assisting in the context of professional
values and ethics.

The functions of the direct service level workers include the following:
a. interpretation of policies and procedure in rendering services
b. Provision of concrete, psychosocial, and other services needed by the
clients
c. referral of clients to other services in the community when indicated
d. advocacy on client’s behalf for needed services/benefits
e. use of range of interventions
f. provision of opportunity for client participation in decision making
g. preparation of timely agency documentation
h. use of information technology to enhance ability to help client
i. availment of assistance/service experience in helping evaluate programs
and assistance

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Learning Activities:
Activity 1:
Interview two social workers. One is working with a non-government
agency, and one is working with a government/public agency. Ask them the
challenges and advantages in working with their agencies. Write a learning
journal and share it in the class.

Activity 2:
Read, comprehend, and answer the cases below.

Case Analysis
Case No. 1
Mrs. Santos was promoted to head the newly-created office at
Kapayapaan City of a large family welfare agency. She was formerly a
supervising social worker in the agency’s Manila office. A social work board
topnotcher with a good performance record of work, Mrs. Santos was considered
competent to head the office which includes six units.
The new office has a total complement of thirty-five personnel, eighteen of
whom are permanent and seventeen temporary. After more than one week at
work, she found out that many administrative tasks confront her involving the
agency set up, staffing, clientele and community relations. She decided to
consult the head office in this regard.
1. Knowing the concept of administration as a process and a method of
attaining the organizational goals through cooperative and coordinated effort,
identify the key elements about which Mrs. Santos would be concerned in
consulting the head office.
2. What should be known about organization and management by Mrs. Santos
so that she can do her work?
3. If you were one of the workers in the agency, in what ways could you take
part in the administrative process to help Mrs. Santos?

Case No. 2
At the branch level of the public welfare agency, Miss Bea and her staff
that includes social workers, youth development workers and welfare aides, are
assigned to select depressed barangays for their target communities. The focus
or criterion for selection is based on the actual needs of the community.

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In using the baranganic approach, Miss Bea and her workers are
cognizant of using this strategy in social service delivery through the
simultaneous mobilization of:
1. The barangay council as the organized structure in the community
2. Sectoral agencies/organizations serving the community
3. The people in the community themselves
In working with the various publics, Miss Bea became keenly aware that
the agency is subject to the pressures of vested interests and other forces of
change in the community. While setting limits for accommodating the forces and
pressures to safeguard agency integrity in the pursuance of his goals,
appropriate and necessary linkages are established to relate agency services to
community needs and interest.
1. Discuss what a social system is all about.
2. In what ways would the properties of social systems apply to the case
situation?
3. Discuss how the application of the social systems theory would be useful in
the baranganic approach to bring about the development of communities.

Case No. 3
The executive Director of Family Services Inc., Mrs. Alexa KD, figured the
need for the community development projects to be adopted by the agency in
line with the social development thrust. The board of directors approved the new
program after exhaustively discussing its merits vis a vis the agency resources. It
was also decided that each provincial branch would be given only broad
guidelines with details of program implementation to be worked out by them,
subject to prevailing conditions and needs found in their respective areas of
jurisdiction.
1. What characteristics of a private agency could be gleaned from the case?
2. What are the advantages of the private agency in responding to new trends
and developments?
3. Would you consider this agency an open system? Why?

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Learning Evaluation:
Quiz 1:
A. Describe in your own words the following:
a. Administration
b. Social Work Administration
c. Organization
d. Management
e. Social Welfare Agency as a Social System
B. Name and describe the four levels of organization

References:
Books
Cordero, E., Social Work Administration and Supervision
Conrad, A. Joseph, V., Theory and Practice of Supervision and Consultation in
Social Work

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LESSON II
HISTORICAL ORIGINS OF CURRENT APPROACHES TO
MANAGEMENT
Overview:
This lesson reviews the development of management theories as it
applies to social welfare agency administration.

Learning Outcomes:
At the end of this lesson, the students can:
1. Explain and distinguish the various theories and models of management as it
applies in social work administration.
2. Evaluate the theories of management used in social welfare agencies.

Materials Needed:
• Laptop
• Reference Books
• Powerpoint Presentations
• Headphone

Duration: 3 hours

Learning Content:

EVOLUTION OF MANAGEMENT SCHOOL OF THOUGHTS

I. Classical School
a. Scientific Management
b. Bureaucratic Model
c. Administrative Management
II. Behavioral School
a. Hawthorne experiment
III. The Modern School
a. Systems Theory
b. Contingency Approach

Scientific Management (Frederick Taylor 1856-1915)

Taylor assumed that workers are motivated primarily by economic

concerns. They act rationally. They prefer simple task, and they require and want

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guidance and supervision to help them with their work environment that
guarantees good, regular pay.

The work of a manager should involve the design and application of better
ways to increase worker productivity. To accomplish this, scientific management
relied heavily on methods of reward such as incentive pay, commissions, and
piecework

Administrative Management (Henry Fayol)

Fayol believed that good management could be taught. He took the

position that person who applied his principle could be successful in performing
the task of the manager. He argued that people can be taught to do better job of
management wherever they manage if they adhere to his basic principles. These
principles are:

1. Division of work
2. Authority and responsibility
3. Discipline
4. Unity of command
5. Unity of direction
6. Subordination of individual interest to the general interest
7. Renumeration
8. Centralization
9. Scalar chain
10. Order
11. Equity
12. Stability of tenure
13. Initiative
14. Esprit de corps

Bureaucratic Management (Max weber)

A bureaucratic is really an organizational design, one specially

constructed along certain principles that are believed to promote efficiency. It is
usually characterized by:

1. A vertical organizational hierarchy

2. Well-defined guidelines that limit functions
3. Promotions and other rewards based on demonstrated technical
competence

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4. Formal, rigid communication channel

5. Job security for full time employees
6. Division of labor
7. Emphasis of written documentation

Human Relations (Elton Mayo)

Elton Mayo (1880-1949) is probably the best known of the theorists of the
human relations school of management. His research led him to conclusion that
social issues (group affiliation, recognition, and management consideration) as
well as content of the job itself can influence worker productivity. Human relations
theorist noted that conflict occurs frequently but the sensitive and responsive
management can prevent much of it and resolve the rest, primarily through
creating an environment that promotes open communication, mutual respect and
trust.

Contingency Theory (Fred E. Fiedler)

Fred E. Friedler’s research concluded that there is no such thing as an

ideal leader or a universally one best way to manage. Instead, he proposed that
a good leadership style is one that matches the needs of a given situation.
Contingency theorists argue that there is no best way or no correct decision that
will work for all situations. Different situations require different decisions and
managerial behaviors. Managers will, however, make good, acceptable decisions
if they have the sensitivity to make valid assessment of the needs of a situation
and have skill in decision making.

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Learning Activities:
Activity 1:
Read about the Research on Hawthorne effect. How is it relevant to what
management theory?

Activity 2:
Conduct an informal mini-survey among the faculty and staff of MSU-
Maguindanao re: Factors that motivates them to work better. Analyze and
disseminate the results of the study in a bulletin board.

Learning Evaluation:
Quiz 1:
Identify the following:
1. There is no one best way or correct decision that will work for all situations.
Different situations require different decisions and managerial
behaviors._________________________________
2. Working conditions affect worker’s performance. ____________
3. Strict adherence to rules, policies and guidelines. ______________
4. Giving of rewards increase worker productivity. _______________
5. He argued that people can be taught to do a better job of management
wherever they manage if they adhere to his basic
principles.________________________

References:
Books
Conrad, A. Joseph, V., Theory and Practice of Supervision and Consultation in
Social Work
Weinbach, R. W., The Social Worker as Manager:5th Edition

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LESSON III
SOCIAL AGENCY ADMINISTRATION FUNCTIONS AND
PROCESSES: POLICY FORMULATION

Overview:
This lesson articulates the basic concepts about policy formulation being
one of the administrative functions which is deemed necessary in social work
practice.

Learning Outcomes:
At the end of this lesson, the students can:
1. Articulate policy formulation as a function in Social Welfare Agency.
2. Discuss steps and processes in policy formulation.

Materials Needed:
• Laptop
• Reference Books
• Powerpoint Presentations
• Headphone

Duration: 43 hours

Learning Content:

Administrative (Strategic) Functions:

a. Policy Formulation
b. Planning and Programming Functions:
c. Organization
d. Staffing (Employee relations/welfare)
e. Directing (Leadership)
f. Controlling
g. Coordinating
h. Communication
i. Budgeting and Financing
j. Recording and Reporting
k. Public Relations
l. Evaluation and Research

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POLICY

Policy is defined as a stated course of action adopted and followed by the

organization in doing its work.

8 Stages of Policy Formulation

1. Identification of the problem or issue

2. Analysis of the problem
3. Informing the public about the problem
4. Development of policy goals including the involvement of other agencies
5. Building of public support
6. Legislation or enunciation of policy
7. Implementation and administration and
8. Assessment and evaluation

Areas of Policy Consideration

1. Policy values and objectives;
2. Policy target group of clients;
3. Methods of implementation; and
4. Environmental impact

Principles of Policy Formulation (Trecker)

1. Policy must be based on and developed out of agency purpose
2. Policies must be soundly based on adequately evaluated facts and
experience
3. Policy implies focus and direction for the attainment of the agency purpose
4. Unity and consistency between various policies of the agency
5. Entire agency should participate in the formulation process
6. Policy should relate with agency purpose and the realities of community
7. Policy-making, planning and operations are integrally related and cannot
be separated
8. New policies should developed out of an evaluation of the existing policies
in practice
9. Thorough knowledge of policy on the part of every staff is essential
10. Policies should be expressed in positive forms
11. The carrying out of as policies within the spirit of their interest is a major
responsibility of the administration

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Learning Activities:
Activity 1:
Students will organize a role playing related to policy formulation. They will
have it video-recorded and present it to the class.

Learning Evaluation:
Quiz 1:
Answer the following questions:
1. Enumerate the stages of policy formulation and explain in their own
understanding.
2. Explain the importance of policy in social work practice.

References:
Books

Cordero, E., Social Work Administration and Supervision

Conrad, A. Joseph, V., Theory and Practice of Supervision and Consultation in
Social Work
Weinbach, R. W., The Social Worker as Manager:5th Edition

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LESSON IV
SOCIAL AGENCY ADMINISTRATION FUNCTIONS AND
PROCESSES: PLANNING

Overview:
This lesson emphasizes planning as one of the management functions
and relates it to the social work practice. Logical framework will also be
introduced as a tool in planning.

Learning Outcomes:
At the end of this lesson, the students can:
1. Describe the planning and its related concepts.
2. Demonstrate how logical framework is utilized in planning.

Materials Needed:
• Laptop
• Headphone
• Reference Books

Duration: 6 hours

Learning Content:

Plan is a course of action for reaching a goal beginning now or at and

predetermined time in the future.

Planning is merely a systematic way of achieving an objective or goal. It is

a process of mapping out one’s activities towards the accomplishment of goals
and projecting the means or resources of achieving them.

Planning is taking actions to influence future behaviors and events. It is

designed to take us from where we are today to where we hope to be tomorrow,
and to avoid costly detours along the way.

A plan may be short range/medium or long range/long term.

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Reasons for Planning (Rex Skidmore)

1. Efficiency - to achieve goals with minimum of cost.
2. Effectiveness - to achieve desired results.
3. Accountability - for evaluation and accountability to the public, to families
and the clients
4. Morale - every staff member needs to understand exactly what to do and
how to do the job. Their feelings of being informed will make a difference
in the social service delivery and contribute to high morale
Essential Elements:
1. Goal or the what
2. Resources, means, procedures, and methods or the how
3. People involved in achieving the goals or the who
4. Method of evaluation and review
5. Conditions under which the plan will be implemented
Principal Types of Plans:
1. Substantive plan-designed to achieve program objectives. It calls for the
formulation of broad issues confronting the program.
2. Procedural plan-designed for the organizational structure within which are
embodied the various administrative mechanisms.
3. Contingency Planning
- Usually performed privately by individual managers and is used to help
us make good decisions and take appropriate actions should the need
arise.
- It involves anticipating some potential event or change and planning in
advance how we will react to it.
- Contingency planning involves asking ourselves, “How will we respond
or what will we do if _______ occurs?
Characteristics of Effective Planning
1. Based on clearly well-defined objectives or goals
2. Simple and easily understood
3. Flexible
4. Easily analyzed and classified
5. Maximize existing or limited resources such as funds and personnel
Tools in Planning
a. Logical Framework
b. Theory of Change

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Learning Activities:
Activity 1:
Visit a social welfare agency. Get a photograph of their strategic plan. Try
to modify it using and aligning it to logical framework.

Learning Evaluation:
Quiz 1:
Identify if the following statements are true or false. Justify your answers.
1. Analysis in planning precedes problem identification.
2. Policy should be based on and developed out of the director’s interest.
3. Planning influence future behavior.
4. Effectiveness achieves goals with a minimum cost.
5. Planning that involves anticipating some potential event or change and
deciding in advance how we will react to it.

References:
Books
Cordero, E., Social Work Administration and Supervision
Conrad, A. Joseph, V., Theory and Practice of Supervision and Consultation in
Social Work
Weinbach, R. W., The Social Worker as Manager: 5th Edition

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LESSON V
SOCIAL AGENCY ADMINISTRATION FUNCTIONS AND
PROCESSES: ORGANIZING

Overview:
This lesson specifies various concepts in organizing as management
function needed in social work practice. Organization as a process and as a
structure is well described in this lesson.

Learning Outcomes:
At the end of this lesson, the students can:
1. Differentiate Organization as a process and a structure.
2. Describe the principles of organization.
3. Explain the different models of organization.
4. Demonstrate how to construct organizational chart.

Materials Needed:
• Laptop
• Headphone
• Video Camera
• Reference Books

Duration: 4.5 hours

Learning Content:

ORGANIZATION

Basically, organization is both a structure and a process. A structure is like

the skeleton of the human body or the framework of a house. The organizational
structure may then as the pattern or network of relationships between the various
and the individuals hold such positions.

2 Types of Organizational Structure:

1. Formal – refers to one which is established by law.
2. Informal – refers to the one established unconsciously by the
spontaneous groupings of persons and of rules, traditions sentiments
and customs.

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Kinds of Formal Organization:

1. Line organization – concerned with working towards primary service goals.
The line authority is from top to bottom
2. Functional Organization – This is focused on the functions or activities in
each unit with a functional specialist or staff supervising the activities of a
single subordinate.
3. Line and staff organization – made up of line and staff units exerting
authority over their subordinates. The staff units or specialist assist,
advise, suggest, or provide specialized knowledge for the use of the line
executives.
4. Committee type of organization – a group of persons acts as a body and
perform functional, staff or line duties

Models of Organization:

1. Bureaucratic – a form of organization which can be seen as pyramid, that

is there is one authority on the top and the base is under. The chain of
command therefore is from top to bottom.

Elements
According to Morgan, a bureaucracy is composed of the following
elements:
1. A pre-set system of procedures and rules for dealing with all
contingencies relating to work activities;
2. A division of labor based on specialization
3. Promotion and selection based on technical competence; and
4. Impersonality of human relations

Characteristics
1. The organization operates according to a body of laws and rules
2. Every official is subject to impersonal order by which he guides his
actions
3. Each incumbent of an office has a specified sphere of competence,
with obligations, authority, and power to compel obedience strictly
defined
4. The organization or offices follow the principle of hierarchy

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5. The supreme head of the organization, and only he occupies his

position by appropriation, by election or by being designated as
successor.
6. The system also serves as career ladder. There is promotion
according to seniority or achievement
7. The official who, in principle, is excluded from any ownership rights in
the concern, or in his position, is subject to discipline and control in
the conduct of his office

2. Democratic – This form of organization where employees participate and

share in decision-making, policy-making, and so forth

Characteristics (According to Johns)

1. Decisions are made by all concerned person or their selected
representatives
2. Cooperation of staff, board, and committees is cultivated in order to
establish a smooth working relationship
3. Promotion or selection for new or different work opportunities based
on varied abilities and experiences of the workers, with an eye
towards their personal development as well as the good of the
agency.
4. Warm, friendly, cooperative relationship based on group or team
spirit concepts are encouraged

3. Adhocracy – This modified organizational structure is a blend of the

bureaucratic and democratic characteristics. Trecker refers to this as the
modified bureaucratic hierarchy and there is the flattening of the pyramid.

Characteristics
1. Central administrative control is still retained
2. Decision and service delivery are decentralized and shared
3. The line of communication from the top to bottom is shorter

4. Collegial or Professional Team model – this model, according to

Trecker, emphasize the “group of professional colleagues organized in a
collaborative lifestyle that prizes well-used channel of communication.

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Characteristics
1. Mutual trust among the group members
2. Clarity on how and where decisions are made as well as accountability
3. Involvement of the team members
4. Delegations of responsibilities and authorities
5. Maximum informal communication
6. Recognition of special resources in the agency and in the community
7. Stress on the growth of persons involved

ORGANIZATIONAL CHART

is a pictorial presentation of the form which the organization structure

takes. It shows how work is divided what work each person, unit, section etc. is
responsible for, who directs the work or the line of authority and to whom one is
to report.

It refers to the grouping of people and their activities along some basic
patterns or model in order that their activities can be adequately supervised,
coordinated and managed.

Kinds of Organizational Chart:

1. Vertical chart - This shows the position of authority at the top with different
levels in a horizontal position and the functions running vertically

2. Horizontal chart - This shows the position of authority on the left side and
presents the different levels in a vertical position while the functions are
shown horizontally

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3. Circular chart - this shows the position of authority from the middle of the
circle and the functions flow from the center

An Organizational Chart should show the following:

1. Division of work into components

2. Who directs the work of the line of authority
3. Nature of the work performed by the components
4. Grouping of components on the functional or regional basis

Steps in Organizing:

1. Distinguish clearly the various functions necessary to accomplish the action

2. Group the functions into organizational units and eventually into economical
and effective work assignment
3. Provide in advance of the need for the physical facilities and resources
4. Find the qualified personnel who can perform the assigned responsibilities

Principles of Organization

1. Work Specialization - The task to be accomplished may be divided and

assigned to the personnel qualified to do the task. This will promote
improved performance.
2. Unity of Command - each and every member of the organization should
report to one and only supervisor.
3. Span of Control - there is limit as to the number of people a person can
supervise well, usually from five to seven, is a good number.
Factors affecting the span of control:
a. Distance
b. Time
c. Abilities and competence of workers/staff
d. Availability of adequate resources

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4. Homogeneous Assignment - This principle has the following requisites

a. Jobs must be related or allied
b. Functions must not overlap
c. Functions must be specific; clear cut
d. Every assignment or task must be within the range of
accomplishment of the person assigned to do the job
e. All functions of every unit must be assigned to specific persons
5. Delegation of Authority
a. Responsibilities assigned must carry with them corresponding
authority for decision making
b. Scalar authority must be from top to bottom
c. The number of delegated function must be limited
d. Delegation of authority and responsibility stems at the lowest
operational level
e. Command responsibility rest with the administrator
6. Hierarchical or Scalar Principle - people are organized in groups under
leaders with ascending and descending level of authority.
7. Line and Staff Principle -The line people are directly involved in the
implementation and accomplishment of objectives. The staff people assist
the line personnel by their specialized knowledge and skills. The authority
of staff people is the authority of knowledge and ideas.
8. Division of Labor - for the vast organization to achieve its objectives,
there must be division of labor. Only those qualified for the performance of
a special function should be assigned to the job.
9. Short chain of Command - There should be as few levels of supervision
between the top management and the rank and file. The shorter the
administrative distance, the less are there chances for distortion of orders
and the better is the flow of communication.

Balance- there must be a reasonable balance between the size of different

departments, and centralization and decentralization in decision-making

Learning Activities:
Activity 1:
Interview a worker of a social welfare agency on how the principles of
organization are being applied in their agency. Submit a learning journal.
Activity 2:
Read and comprehend the case below. Answer the given question based
on the concepts you have learned from this topic

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Case:

The Medical Social Service Department of a government hospital is

staffed with the chief social worker, four registered social workers and two
paraprofessional workers who are functioning as typists. In reality one of the
typists carries the position of a social worker although she does not have the
academic qualifications as the organizational chart provides only for one typist
and so she was trained to take the framework of a case study.

The chief social worker and the most senior social workers are the ones
who made the policies and programs of the department since they were the ones
who started it. The department grants limited financial assistance in the form of
free medicines, recommends specialized medical services (surgery, etc.). The
procedure requires that a medical-social case study be submitted before a
service patient is admitted. The chief social worker has to read and sign all case
studies which will subsequently be typed and hence submitted to a committee. It
takes two to three weeks before final action is taken. Considering the volume of
clients coming in daily the present number of social workers cannot seem to cope
with the caseload.

The department’s office space is not a big one yet there is no provision for
privacy in interviewing clients. The staff seemed to have good working
relationships with one another, and the chief social worker is liked by the staff as
she has demonstrated what is expected of a good supervisor.

Questions:

1. What problem situations can you identify in this case?

2. Analyze the problem situation you have identified in terms of the causes
and the effects.
3. What suggestions can you give to ease the problem situation?
4. Discuss the advantages and disadvantages of bureaucracy.

Learning Evaluation:
Quiz 1:
Identify if the following statements are true or false. Justify your answers.
1. Professional team model of organization is a blend of the bureaucratic and
democratic characteristics.
2. Employees could participate and share in decision-making process in a
democratic model of organization.

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3. In a bureaucratic organization, promotion and selection of workers is

based on positive attitude.
4. Competence of workers and staff is a factor that affect the principle of
span of control.
5. The principle of unity of command tells us that functions must not overlap.

References:
Books
Cordero, E., Social Work Administration and Supervision
Conrad, A. Joseph, V., Theory and Practice of Supervision and Consultation in
Social Work
Weinbach, R. W., The Social Worker as Manager: 5th Edition

29
 `

LESSON VI
SOCIAL AGENCY ADMINISTRATION FUNCTIONS AND
PROCESSES: STAFFING / PERSONNEL MANAGEMENT

Overview:
Staffing/Personnel Management as it is being described in this lesson
provides understanding on the step-by-step process that needs to be followed in
order to have a systematized and organized activities in managing the personnel
in organization.

Learning Outcomes:
At the end of this lesson, the students can:
1. Articulate basic concepts in personnel management.
2. Explain the different elements in staffing.
3. Demonstrate how to construct organizational chart.

Materials Needed:
• Laptop
• Headphone
• Video Camera
• Reference Books

Duration: 4.5 hours

Learning Content:

STAFFING

The art of acquiring, developing and maintaining a competent workforce in

such manner as to accomplish with maximum efficiency and economy the
functions and objectives of the organization.

The Staff Menu

1. Professionals - people who, through extensive formal preparation in

a program of advanced study, have acquired a specialized mix of
knowledge, values and skills as well as credentials (licensure) that
allow them to perform certain highly skilled work.

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2. Pre-professionals - people who aspire to become professionals and

who have met most (but not all) of the prerequisites for becoming
professionals.
3. Paraprofessionals - people who have undergone specialized
education and training that has prepared them to perform some of
the tasks once reserved for professionals. They generally do not
aspire to become professionals.
4. Indigenous nonprofessionals - people who lack the formal
education and credentials of professionals. However, they have life
experiences and/or a cultural identification that makes them
especially well-suited to relate to certain clients and their problems.
5. Support Staff - unskilled or semiskilled employee who perform
certain needed tasks within an organization, for examples secretary,
custodians, and maintenance workers.
6. Volunteers - people who, for a variety of reasons, offer their time
and services without pay.

Elements of Staffing/Personnel Management

1. Effective Recruitment, Selection and Hiring
Every agency usually has a personnel policy and selection procedure.
This involves first, a job description prepared after a job analysis has been
done. According to Ray Johns, the job description should include the following
a. Description of the position, what the position is and to whom the
person is responsible for
b. Duties and responsibilities
c. Qualifications
d. Relationships

Recruitment Procedures:
a. Filing the application
b. Acknowledging receipt of the application either a letter or by e-mail.
c. Screening by one individual (or a task force) to determine if the
applicant meets the requirements for the job
d. Sending one of two letters to the applicant thanking him or her for the
application informing him or her that she or he will no longer be
considered for the position, or the application will continue to be
reviewed and references contacted
e. References are contacted

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f. A “short list” of applications is developed and those not on the list are
notified
g. Interviews are conducted with those on the “short list”.
h. A rank ordering of those on the list is presented to the individual
charged with making the hiring decision
2. Placement
Once the applicant is hired, it is assumed that he/she is the person for the
right job.
3. Orientation or Induction and Training
It is the procedure for introducing the new worker to the agency’s history,
objectives, organization, standard operating policies and procedures, rules and
regulations, benefits, services, etc. It is the first part of overall training program
of the new workers in the agency.
4. Promotion
This refers to the advancement of a worker to a better job or positions in
terms of greater responsibilities, more prestige, greater skills, and usually an
increase in salary. Factors to be considered in promotion are merit,
performance, or seniority.
5. Transfer
Job transfer means moving a staff member to another position at the
same or comparable level elsewhere in the organization.
6. Performance Appraisal or Rating
A performance evaluation is a judgment that is (1) meant to be helpful to
the individual in promoting growth, and (2) designed to result in better services
to our prime beneficiary-our clients.

Characteristics of a Good evaluation

1. Fair- unfair evaluation is unethical and a poor management practice.
Fair evaluation is/has
a. Use of Previously understood criteria
b. Avoidance of comparison
c. Staff differentiation
d. Application of Realistic Expectations
e. Recognition of Problems in the Work Environment
f. Use of Both “hard” and “Soft” Criteria

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2. Considerate- provides plenty of opportunity for input and explanation

by the individual being evaluated. It acknowledges achievements
and identifies strengths as well as weaknesses. It offers support for
improvement.
7. Wage and Salary Administration
The pay that the worker receives is an incentive to do his/her job well.
Though a social worker is expected to work because of his commitment to
serve, he/she must himself survive. The wage and salary level will depend
upon the financial condition of the employing agency, the wage paid for
comparable work by other organizations, the current cost or standard of living,
and the government regulations.
8. Discipline
This is the force that prompts the individual or group to observe rules,
regulations, and procedures that are deemed necessary to the attainment of
the objectives. It should not be seen as punishment but rather as a form of
education. It is the employer’s action against an employee for infraction of
company rules or policies. It is a process of control.
Use of Progressive Discipline
1. Verbal Reprimands- refers to a meeting to discuss some deficiency in
behavior and/or work performance. It entails a direct, one-on-one,
private, and confidential communication of the staff’s shortcomings
2. Written Reprimands- It is very specific. It spells out in detail what is
inadequate about the staff member’s performance.
3. Warning and Contracts- If insufficient improvement occurs following
one or more written reprimands, a staff member is usually given one
last chance “final written reprimand”.

Termination for Unsatisfactory Work Performance

What constitute a “Good” Termination?....managers/administrators
should achieve the following goals when terminating an employee.
1. Be fair and considerate
2. Preserve the employee’s dignity
3. Reduce legal risk to the organization
4. Preserve the organization’s reputation
5. Minimize disruption of the work environment

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9. Employee Benefits and Services

These are the supplemental compensation or services given to the
employees. This include health or medical services, retirement and pension,
recreational, social and athletic services, counseling and other related
services, and living allowances.
10. Turnover, Separation and Retirement
Turnover refers to the shift and replacement of personnel. It may be due
to separation, retirement, death, and disability.
Separation is defined by Sison as the termination of employment as a
result of resignation, lay-off or discharge, while voluntary separation is better
known as resignation or quitting, generally initiated by the employee.

Managing Diversity in the Workplace

Types of Diversity
a. Primary forms of diversity are those that cannot be changed. They do not
reflect a “choice’ of individuals examples are age, ethnicity, physical ability
or disability and sexual orientation.
b. Secondary types of diversity reflect (more or less) choices that the
individual has made examples are marital status and religious affiliation.

Diversity among Subordinates

Diversity is simply a fact of social life. It leads to richness, but it also inevitably
leads to conflict.

Related terms that are helpful to managers/administrators improve cross-cultural

effectiveness:
Cultural Knowledge
It entails simply being familiar with the values, beliefs, history of other
groups.
Cultural Awareness
Entails cultural knowledge and using it to develop understanding among
others. It results in openness and flexibility.
Cultural Sensitivity
Promoting the idea that difference simply exists.

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Discrimination, Prejudice, and Stereotypes

Discrimination
Recognizing differences and drawing erroneous conclusions and treating
people in less desirable way based on these conclusions.
Prejudice
Interpersonal hostility that is directed against individuals based on their
membership in a minority group. It relates to a negative feeling or attitude
about people based on their group membership.
Stereotype
Overgeneralized mental picture representing uncritical judgment based on
group membership. A stereotype denies or fails to recognize individual
differences

Learning Activities:
Activity 1:
Get a copy of agency’s personnel manual. Make a comparative review based
on the concepts you have learned in class. Share your output in the class.

Learning Evaluation:
Quiz 1:
1. Make a diagram of the staffing process.
2. Discuss the staffing process by attaching some samples of the activity in
the form of clippings, documents, ads, or photo documentation.

References:
Books
Cordero, E., Social Work Administration and Supervision
Conrad, A. Joseph, V., Theory and Practice of Supervision and Consultation in
Social Work
Weinbach, R. W., The Social Worker as Manager: 5th Edition

35
 `

LESSON VII
SOCIAL AGENCY ADMINISTRATION FUNCTIONS AND
PROCESSES: DIRECTING

Overview:
This lesson emphasizes directing as a process and as a function of social
agency administration. This is important since administration is a secondary
method of social work practice.

Learning Outcomes:
At the end of this lesson, the students can:
1. Articulate the basic concepts in directing in social welfare agency.
2. Discuss the steps in directing.

Materials Needed:
• Laptop
• Headphone
• Video Camera
• Reference Books

Duration: 1.5 hours

Learning Content:

Directing

It is the process of implementing the total plan and bringing into being all the
necessary and available resources to achieve the objectives. It is a continuous
task of making decisions and embodying them in specific and general orders and
instructions.

It is telling what each man should do and making him like doing it. It involves
both motivation and communication.

It is the function of constraining and regulating action by interpreting,

explaining and instructing subordinates by a supervisor, concerning the
performance expected and the authority granted to the subordinate for such

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performance. It is designed to give the respondent both information and

understanding of the work to be done (Davis and Filley).

It is said to be a process in which the managers instruct, guide and oversee

the performance of the workers to achieve predetermined goals. directing is said
to be the heart of management process. planning, organizing, staffing have got
no importance if direction function does not take place.

In short, directing is issuing instructions. Every instruction should possess

this basic feature (Newman and Schatz)

1. Compliance should be reasonable

2. It should be complete as to what is to be done and when
3. It should be clear to the person receiving it

Steps in Directing

1. Setting up the major responsibilities, persons, units and branches

2. Placing the job, responsibilities, and functions properly in an organization
3. Issuing the directions, special assignments and orders
4. Controlling or directing closely by basic policies

Learning Activities:
Activity 1:
Make a Venn diagram showing the commonalities and differences of
directing and managing.

Learning Evaluation:
Quiz 1:
Differentiate directing from managing. What are their commonalities and
differences?

References:
Books
Cordero, E., Social Work Administration and Supervision
Conrad, A. Joseph, V., Theory and Practice of Supervision and Consultation in
Social Work

37
 `

LESSON VIII
SOCIAL AGENCY ADMINISTRATION FUNCTIONS AND
PROCESSES: CONTROLLING

Overview:
Controlling, as one of the functions of administration is being discussed in
this lesson to provide a clearer understanding on its importance in the
administration practice as a secondary method of social work.

Learning Outcomes:
At the end of this lesson, the students can:
1. Explain controlling as a function is social welfare agency administration.
2. Discuss the methods of controlling.

Materials Needed:
• Laptop
• Headphone
• Video Camera
• Reference Books

Duration: 3 hours

Learning Content:

CONTROLLING

Controlling as the work of constraining, coordinating and regulating action

in accordance with plans for the achievement of specified objectives involves
establishment of standards, guides or requirements as a basis of measuring and
evaluating performance against objectives.

Essentials Steps in the Controlling Process

1. Setting standards as strategic points

2. Checking and reporting on performance
3. Getting feedback or information about the results of performance
4. Taking corrective action

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Control begins with the process of checking actual results against such
stated objectives. If the controls have an effective influence on performance, the
administrator should make sure that the goals are identified with individual
responsibility.

Corrective action is the decisive factor in control. Comparison of the actual

results with projected objectives and standards often show discrepancies. As
soon as this is discovered, steps must be taken to correct past action or to bring
similar action in the future closer to the desired goal. This may require revision of
the operation or a modification of the goal.

Some Methods of Controlling:

1. Reporting
2. Setting deadlines
3. Inspection, and
4. Prior approval of projects

The Power to Control

Power is the ability to get another person to do something that he or she

might not choose to do.

Authority is “power legitimized by the organization”

The organization grants the manager/administrator the power to control

some of the work –related activities of certain other individuals.

Legitimized power is also acquired in through delegation of task and the

authority to complete them.

Legitimized power is only one type of power. Other people acquire power
through:
o Special skills or knowledge
o Experience
o Association with others who hold legitimate authority
o Being bully
o Personality traits –charisma

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The Control Menu consists of a very diverse collection of methods that a

manger can use to influence various systems within the organization and the
behavior of individuals within it.

1. Plans – Structures that have been put in place to shape future events
within an organization.
2. Training and Supervision – planned socialization designed to either
standardize staff behavior through a method of didactic.
3. Staff Performance Evaluation – regular, periodic, and structured
feedback vehicles designed to offer positive reinforcement for desirable
behavior and discouragement for undesirable behavior.
4. Information – planned sharing of knowledge designed to help staff
understand and avoid undesirable behavior.
5. Advice – Ostensibly nondirective suggestions from a superior to a
subordinate that are designed to change behavior in a relatively non-
insulting manner.
6. Directives – orders or overt instructions expressed verbally or in writing
that are designed to communicate clearly and unequivocally what a
subordinate is to do, say. Etc.
7. Negative Sanctions – punishment or penalties imposed when an
intolerable staff behavior occurs that was previously forbidden.
8. Loyalties – staff commitment to some group or organizations that may
result in desirable behavior or exceptional dedication.
9. Staff Idealism – commitment based on certain strongly held personal
belief systems (e.g. altruism) that may result in desirable behavior or
exceptional dedication.
10. Professional Values and Ethics – beliefs and ethical principles that are
consistent with those of one’s profession.
11. Natural consequence – the phenomenon by which certain organizational
behavior naturally tend to modify themselves overtime through no effort of
the manager.
12. Manager’s example – staff behavior is modified as a results of observing
and attempting to emulate the behavior of the manager.

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Learning Activities:
Activity 1:
Make a Venn diagram showing the commonalities and differences of power
and authority.

Learning Evaluation:
Quiz 1:
Differentiate controlling from directing. What are their commonalities and
differences?

Quiz 2: Analyze the following case and answer the questions after it.

Case Analysis

This is the case of a Social Services and Counseling Division of a Juvenile

and Domestics Relationship Court which found itself with vague sources of
authority since the judicial revamp and as a result several administrative
problems came up. Since the revamp, the division has been facing financial
problems. Because of the uncertainty of its funding, the chief social worker
resigned resulting in the absence of direction, control and coordination. There
was also no hiring or additional social worker, there was the continued low salary
of workers and they have poor and inadequate physical facilities.

In spite of the above situation many new cases keep coming in and
previous and current case are still active. Thus has resulted not only in the heavy
case load per social worker but delayed delivery of services, overstaying of
detainees or wards and congestion in the detention home.

The social workers do not only receive lower salary than the court
stenographer but even their transportation allowances have not been reimbursed
for a long time.

The resignation of the chief social worker has left the division without any
administrative person to supervise and give direction to the social workers. No
evaluation likewise of their performance has been done and no staffs meeting
were conducted where problems may be discussed and shared. Hence, there
was no measure of control on the worker’s performance and each one just does
her own thing. Even in terms of observing office hours is no lo9nger followed.
Tardiness, absences and under time were very common among the workers.

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Questions:
1. Identify the administrative problem in the above case.
2. If you are a social worker in this agency, how will you handle the problem
identified?
3. If you are assigned to the position of chief social worker, what steps will you
take to improve the situation and minimize, if not totally solve the problems?

References:
Books
Cordero, E., Social Work Administration and Supervision
Conrad, A. Joseph, V., Theory and Practice of Supervision and Consultation in
Social Work

42
 `

LESSON IX
SOCIAL AGENCY ADMINISTRATION FUNCTIONS AND
PROCESSES: COMMUNICATION

Overview:
This lesson discusses communication as one of the functions of
administration. It also explains the different patterns of communication in social
welfare agency as well as the methods of communication.

Learning Outcomes:
At the end of this lesson, the students can:
1. Explain relevance, purpose and pattern of communication in social welfare
agency administration.
2. Demonstrate the various methods of communication.

Materials Needed:
• Laptop
• Headphone
• Video Camera
• Reference Books

Duration: 3 hours

Learning Content:

COMMUNICATION

It is that phase of the managerial process that transmits ideas from one
person to another for use in the performance of managerial functions (Davis and
Filley).

It is a two-way channel directed to all staff and/or board members for

transmitting ideas, plans, commands, reports, and suggestions concerning all
appropriate agency tasks, goals, and objectives (Bellows).

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3 Main Reasons of Communication in SW Administration (Skidmore).

1. Effectiveness
Communication is basic in the delivery of services in the formulation of
sound policies and decision-making.
2. Efficiency
Procedures, methods, cases, policies, goals and techniques should be
communicated openly among staff members.
3. Morale
Leaders and staff members should feel connected in order to be
supportive of one another to achieve the agency goals.

Purposes of Administrative Communication (Trecker)

1. To clarify what is to be done, how and by whom;

2. To reinforce identity with agency purpose;
3. To transmit problems, suggestions, ideas;
4. To report progress;
5. To promote participation; and
6. To promote social interchange or to provide recognition.

Patterns of Communication

1. Formal communication
This means rational, planned system of procedure and channels by which
information flows from the lines of authority as seen in the organizational
chart. This may include not only downward but also upwards and cross.

2. Informal communication
This means that communication does not follow channels of authority.
Instead, it is channeled by social contacts among the people in the agency
and it is commonly known as “grapevine”. It is fast in its distribution of
news but it is inaccurate in keeping the original facts.

Methods of Delivering Communication

1. Telephone/cellphone
2. Face to face
3. Special messenger
4. Meetings
5. Reports

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6. Letters
7. Memo
8. Email, Facebook, twitter, etc.
9. Informal conference
10. Newsletter
11. Bulletin boards
12. Suggestion box
13. The grapevine

The Five Cs of Communication (Quoted by Skidmore from Fulmer):

1. Clarity - message should be simple and clear

2. Completeness - an instruction that is partially complete is difficult to follow
3. Conciseness - the shorter the presentation, the better, as long as it covers
the subject
4. Concreteness - communication should be very specific, citing names and
expectations
5. Correctness - accuracy is essential in communication

Learning Activities:
Activity 1:
Make a compilation of documents (reports, letter, memorandum, etc.).
Classify them according to its purpose.
Activity 2:
Write an Office Memorandum and share it in the class for critiquing.

Learning Evaluation:
Quiz 1:
Identify the different types of communication letters and make a sample of
each.
Quiz 2:
Discuss the 5Cs of Communication.

References:
Books
Cordero, E., Social Work Administration and Supervision
Conrad, A. Joseph, V., Theory and Practice of Supervision and Consultation in
Social Work

45
 `

LESSON X
SOCIAL AGENCY ADMINISTRATION FUNCTIONS AND
PROCESSES: COORDINATION

Overview:
Coordination is one of the functions of administration. This lesson clearly
defines coordination and its basic concepts, its types and its different forms as it
is important in studying administration being one of the secondary methods of
social work practice.

Learning Outcomes:
At the end of this lesson, the students can:
1. Articulate coordination and its basic concepts.
2. Discuss the types and forms of coordination.

Materials Needed:
• Laptop
• Headphone
• Video Camera
• Reference Books

Duration: 3 hours

Learning Content:

Coordination

It is process of interrelating the various parts of the work of an agency so

that it functions as a whole. It is a process by which cooperation, agreement and
understanding are secured to support a common endeavor.

It is also a process whereby a supervisor/executive develops an orderly

pattern of group efforts among his subordinates and secures unity of action in the
pursuit of the common purpose. It, therefore calls for effective leadership to
assure coordination not only of the job or function but also of the personnel’s
effort

Coordination takes place through communication between and among the

people, linking both organization functions and the groups of people.

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Types of Coordination (Davis and Filley)

1. Coordination of thought
This has to do with the relationship between mental activities. The
development of standards of thought and action is important since it aids
in common understanding of the action to be taken.

2. Coordination of action
This has to do primarily with establishing harmonious relationship between
and among physical activities.

Forms of Coordination

1. Perpendicular or vertical coordination

effected through the competent delegation of responsibility and the
corresponding authority for the performance of every act from the largest
to the smallest.

2. Horizontal coordination or cross coordination

This refers to supervisors or executives on the same level coordinating
and relating their activities or functions among themselves.

Ways for Effective Coordination

1. Clear lines of authority and responsibility

2. Periodic reports
3. Effective communication system through the use:
• Committees
• Staff meetings/conferences
• Group decision-making techniques

Criteria of Successful Coordination

1. It is not forced by autocratic direction

2. It is timely and operates horizontally and vertically
3. It must provide high levels of cooperative behavior
4. Member of organization should have confidence and trust among
themselves
5. It must possess the capacity to exert influence
6. It enables the person to do his job well without hazard

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Learning Activities:
Activity 1:
Interview an office worker/staff/supervisor on how coordination is relevant and
practiced in their agency. Also ask barriers they have experienced (if there’s
any) in coordinating.

Learning Evaluation:
Quiz 1:
Discuss coordination. Differentiate coordination of thought and coordination
of action by giving examples.

References:
Books
Conrad, A. Joseph, V., Theory and Practice of Supervision and Consultation in
Social Work
Cordero, E., Social Work Administration and Supervision

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LESSON XI
SOCIAL AGENCY ADMINISTRATION FUNCTIONS AND
PROCESSES: BUDGETING AND FINANCING

Overview:
Budgeting and financing will be discussed is discussed in this lesson
focusing on the basic concepts, types of budget and the process of making
different types of budget.

Learning Outcomes:
At the end of this lesson, the students can:
1. Explain the basic concepts in budgeting and financing.
2. Discuss the types of budgets.
3. Demonstrate how to make different types of budgets.

Materials Needed:
• Laptop
• Headphone
• Video Camera
• Reference Books

Duration: 6 hours

Learning Content:

BUDGETING AND FINANCING

Budget is a financial plan whether for an agency or program.

According to Melvin Gross, “a budget is a plan of action. It represents the

organization’s blueprint for the coming months or years expressed in monetary
terms.” He further adds that a “budget may be characterized as a series of goals
with price tags attached.

Budgeting is one of the areas of financial administration with which an

administrator must be concerned if he is to run the organization efficiently.

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The main areas in financial administration are:

❑ Securing of funds and income;
❑ Using the funds in accordance with the objectives of the organization or
budgeting; and
❑ Maintaining appropriate records of financial transactions or accounting
and also auditing.

ACCOUNTING

Is the art of recording, classifying, and summarizing in a significant

manner and in terms of money transactions or events which are in part of a
financial character and analyzing and interpreting the results thereof.

RECORDING

Includes making entries; classifying includes sorting mass of transactions

in an orderly and systematic manner; summarizing means bringing together of
accounting data in form that further enhances this information

AUDITING
Is the state of making an audit or an examination of some or all of the
following: documents, records, reports, system of mutual control, accounting
procedures, and other evidences for one or more of the following purposes.
❑ To determine the propriety, legality and mathematical accuracy of
proposed or consummated transactions;
❑ To ascertain whether all transactions have been recorded; and
❑ To determine whether transactions are accurately reflected in the
accounts and in the statements drawn, therefore, in accordance
with the accepted accounting procedures.

TYPES OF BUDGET:

1. Line-item budgeting – is the most used format. This format is based on line-
item accounting and incremental increases in projecting ahead for a year or
more. It indicates how the money is to be spent, but it does not depict what
agency does. It is not program oriented and does not present agency goals,
targets, or result. Its main feature is its reliance on explicit categories of
expenditures to insure justification.

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2. Program budgeting – Goals and objectives are a significant part and include
services offered by the agency. It may cover several years, particularly as a
program is offered and approved for a specific amount of time. It also includes
cost estimates and specific for each program.

An example of program budgeting is the Program Planning and

Budgeting System (PPBS) – a management tool to help on the main
goals of the agency.
As Ehlers, et al, says “this tool contrasts with the traditional approach of
line-item budgeting where administrators simply itemized their budgetary
needs for the year in such categories as personnel, rent, supplies, travel,
and the like.

3. Functional budgeting – This system encompasses program services but

emphasizes the supporting administrative services that are needed for
operating an agency. Revenues and expenditures as they relate to
management and general functions, fund-raising functions, and identifiable
programs offered by the agency are all listed.

4. Zero-based budgeting (ZBB) – This is done particularly in government

agencies. Here the agency starts with no money each year and describes and
justifies all expenditure for the coming year, whether or not have existed
before.

5. Performance Budget
COST-BENEFIT ANALYSIS
The administrator who wishes to know and evaluate the extent to
which the budget is achieving its objectives may use the “cost-benefit”
method.
Levine says that cost-benefit means “the relationship of the
resources required or the cost –to attain certain goals or the benefits. It is
based on the economic that many executive decisions involve the
allocation or best use of limited resources among competing requirements.
Cost-benefit analysis is thus a tool for the administrator confronted
with the need to make choices among viable competing programs
designed to achieve certain objectives.

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THE BUDGET - MAKING PROCESS

According to Skidmore; the process involves the ff. steps;

1. Setting the specific needs and goals of the agency. It is important to

review the basic policies and procedures of the agency. The goals and
objectives ought to be observable and measurable.

2. Collecting and studying basic information regarding the current and past
operations of the agency, including what has and has not accomplished.

3. Looking at alternatives and different ways of using the money that may be
available during the year.

4. Deciding on priorities for the agency, look at the agency policies and goals
to see which are most financially compatible with the agency.

5. Finalizing decisions regarding the budget. The needs and the potentials of
the agency as a whole and of the individuals who work there should be
considered. Also, the welfare of the clients, along with the efficiency of the
agency’s operation, is important matters to consider.

6. Providing adequate interpretation and public relations. The administrator

should interpret the budget to those in position of power so they will fully
understand the reasons for specific requests

CHART OF ACCOUNT
The administrator should periodically check the agency’s budget to
ascertain the balance between income and expenditures.” Setting up a chart of
accounts which is basically a list of all items, both income and expenditures to be
accounted for will be helpful. It involves the following;

1. Estimating the cost of each objective or goal listed before. This process
should be done in detail.
2. Estimating the expected income of the agency. For the public agency, it
will mostly come from the government appropriation through taxes paid
by the people; for the private agencies, the general public’s contribution
will be the primary source.

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3. Comparing the total expected outcome with the exercise of achieving the
goals or objectives. If the expected expenses exceed that of the income,
some value judgments have to be made, such as deciding which of the
programs are most important. The process of reconciling income and
expenses is an important step.

Other Phases of Budgeting

After the budget has been prepared, the next phase which the
administrator has to deal with is to submit it for a hearing to the appropriate body
for ratification and authorization. In the case of the public agency in the Phil, it is
the Batasang Pambansa, or it is a private agency, it is its board of directors or
the general membership of the organization.

Factors of an Ideal Budget:

1. It is comprehensive – It includes all planned expenditures and all
estimated income.
2. It is clear and easily understood.
3. It is flexible.
4. It is workable.
5. It is accurate and realistic.

FINANCING

Financing is defined as the allocation of an organization/agency’s liquid

assets to assure their most productive use. In other words, the limited supply of
capital available to an organization must, if the agency is going to be successful,
be used in a way in which it can do the most good in terms of profitability.

Funds required by the government agencies come from the taxes of the
people. Those required by non-government or voluntary agencies to administer
and deliver their services come mainly from their following sources;

1. Fees for services

2. Membership fees
3. Investment earnings
4. Use of the capital resources
5. Sale of goods and publications; other grassroots fundraising efforts

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6. Bequest; private foundation

7. Tax funds or government grants
8. Grants or contracts for services
9. Donor contributions

FINANCIAL RECORD

It is an ongoing record of what the agency has spent on what and how
well it is staying within its budget.

The agency’s bookkeeper or accountant enters into this ongoing record or

ledger book all receipts, cancelled checks and other necessary documents or
papers showing what periodically check with the bookkeeper or accountant to
see how the money for the program is being sent.

FINANCIAL CONTROL

In most agencies, set of procedures for purchases is followed in addition

to keeping a ledger book on expenses. The usual practice is for the worker to fill
out a purchase order in several copies. One copy is for the supervisor of the
program or the person who approves the expenditures, one for the bookkeeper,
one for the merchant from whom the Social Worker will buy, and the last copy is
for the worker, while this practice may seem too bureaucratic, it is actually
helping the worker to run the program smoothly.

Learning Activities:
Activity 1:
Present an actual sample of the following in class:

a. Line-item budget
b. Program-budget
c. Functional budget
d. Zero-based budget

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Critique the presented budgets based on the following qualities

a. Comprehensiveness
b. Clarity and its being easily understood
c. Flexibility
d. Workability
e. Accuracy and its being realistic

Learning Evaluation:
Quiz 1:
Differentiate budgeting and financing. Explain comprehensively.

References:
Books
Conrad, A. Joseph, V., Theory and Practice of Supervision and Consultation in
Social Work
Cordero, E., Social Work Administration and Supervision

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LESSON XII
SOCIAL AGENCY ADMINISTRATION FUNCTIONS AND
PROCESSES: RECORDING AND REPORTING

Overview:
This lesson emphasizes basic concepts in recording and reporting as a
function of administration. Different classifications of reports is also being
discussed in this lesson as an important topic in recording and reporting.

Learning Outcomes:
At the end of this lesson, the students can:
1. Articulate basic concepts in recording and reporting.
2. Discuss the different classifications of reports.

Materials Needed:
• Laptop
• Headphone
• Video Camera
• Reference Books

Duration: 3 hours

Learning Content:

RECORDING AND REPORTING

Record has been defined as an account in written or other permanent form

serving as a memorial or authentic evidence of a fact or event.

Report means to make or give an account of, often formally.

Recording – every worker has a responsibility for record keeping of which there
are various forms. “The variation is related to the agency's purposes and the
particular problem of the clientele" (Margaret Schubert).

Records are the basis for reports. It is not enough to keep records. What is more
important is to make accurate records.
In social work practice recording always plays a significant role. According
to Jill Kagle, the primary purpose for recording is accountability.

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Recording is much more than a practice skill. It involves a series of important

professional decisions at all levels of the organization.

Types of Recording according to Jill Kagle:

1. Tape Recording - this is used to supplement and not to replace the need
to keep other records. "Audiotape and videotape are useful in educating
students and supervising family therapy and other process-oriented
approaches to practice.”

2. Problem-oriented recording - "Problems and identified services are

planned and delivered, problems are resolved." This type of recording is
currently used in health and mental health setting.

SOAP Format
•Subjective information
•Objective information
•Assessment
•Plan

3. Time Series - Kagle describes this as "the documentation of repeated

measures of the specific behaviors, attitudes, or interactions that are
focus of social work intervention, the purpose is to provide information
about movement toward achieving the goal of service. This approach to
record keeping tends to focus practice and the records on client
behaviors rather than other on other aspects of client situation."

Whatever the type of recording used, include the following:

•Who the client is.
•What the client needs.
•What services are delivered
•How the services affect the client and the need.

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REPORTING
as a process of management, is broadly interpreted as a process of
communication.

Purposes of Reporting:
• To report the progress, future needs and plans, and account for one’s
performance and justification of a program.
• Reports are made to inform the workers about policies, programs,
resources, procedures, and other matters affecting the organization.

CLASSIFICATION OF REPORTS

1. Subject matter reports

Finance, personnel, program, project and research.
a. Client service report
Those working with clients in any capacity must make reports to
their supervisors regarding each client or client group.
b. Program, project or research reports
A periodic report to the head concerning progress towards the
goal should be made.
c. Personnel reports
The progress or lack of progress being made by the personnel
should be reported.
d. Financial reports
A periodic budget report by program, project or research directors
and by the agencies finance executive should be made.

2. Time interval reports

Many subject matter reports are submitted on a present time interval such
as daily, weekly, monthly, quarterly, and annually.

3. Interim and Miscellaneous reports

Memoranda are used within an agency to inform staff and executive of
activities and as reminders.

a. Progress reports - this covers how activities are progressing.

b. Improvement reports - this maybe by program/project directors

concerning their programs and employees.

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c. Recommendation reports - this is usually prepared by a committee

formed for a particular purpose or from conferences.

PREPARING AN AGENCY REPORT

10 Steps Involved in Preparing a Report:
1. Stating the problem
2. Defining the scope of the problem
3. Planning the methods for obtaining relevant information
4. Collecting the information
5. Analyzing the information
6. Forming the conclusions
7. Organizing the report
a. Summary
b. Introduction
c. Body
d. Appendix
8. Preparing the first draft
9. Editing the first draft
10. Publishing the report

Characteristics of an Effective Written Report:

1. Clear
2. Pertinent
3. Brief but complete
4. Current
5. Accurate
6. Informative
7. Comparative
8. Properly classified
9. Attractive in format
10. Objective
11. Presented on schedule/time
12. Dated and signed

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Learning Activities:
Activity 1:
Hold a copy of the following:
1. Subject matter reports
2. Time interval reports
3. Interim and miscellaneous reports
Critique it based on the concepts you have learned in this lesson.

Learning Evaluation:
Quiz 1:
Fill in the missing words
1. The primary purpose of recording according to Jill Kagle is ___________
2. __________serves as a memorial or authentic evidence of a fact or event
3. __________ are based on records, research and investigation
4. __________, _____________, and _________ are the new approaches to
record keeping.
5. Memoranda are examples of _____________ reports

Describe the purposes of the ff. reports

1. Upward and outward

2. Downward

References:
Books
Conrad, A. Joseph, V., Theory and Practice of Supervision and Consultation in
Social Work
Cordero, E., Social Work Administration and Supervision

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LESSON XIII
SOCIAL AGENCY ADMINISTRATION FUNCTIONS AND
PROCESSES: PUBLIC RELATIONS

Overview:
The basic concepts of public relations will be discussed in this lesson. The
use of media in establishing public relations is being emphasized. The qualities
of public relations officers is also presented in this lesson.

Learning Outcomes:
At the end of this lesson, the students can:
1. Articulate basic concepts in public relations.
2. Discuss the use of media in establishing public relations.

Materials Needed:
• Laptop
• Headphone
• Video Camera
• Reference Books

Duration: 3 hours

Learning Content:

PUBLIC RELATIONS

Organized public relations practice is the continuing effort to effect a

harmonious adjustment between institutions.

Public relations are the management function which evaluates public

attitudes, identifies, the policies and procedures of an individual or an
organization with the public interest and executes a program of action to earn
public understanding and acceptance.

Is defined as the activities and techniques used by organizations and

individuals to establish favorable attitude and responses in their behalf on the
part of the general public or of special groups. It consists of 90 percent doing the
right thing and 10 percent telling about it.

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Organized Public Relations Practice

It is the continuing effort to effect a harmonious adjustment between an

institution and its public. This free-flowing interchange of ideas and information
requires planned effective communication.
Public Relation as an organized program, includes:

1. Facilitating & evaluating a free flow of opinions, attitudes, ideas and

reactions from all persons.

2. Bringing these attitudes, opinions, ideas and reactions to bear on

the policies and programs of an organization makes it possible for the
organization to chart a course that will serve the mutual interests of all
concerned.

3. Explaining and dramatizing the chosen course to all those who may
be affected and whose support is essential to the success of the
organization served by the practitioner.

The salient principles of successful public relations, according to Elizabeth

Haglund as quoted by Skidmore, are the following:

1. Know where and what your goals are. What are your targets?
2. Know who you want to reach. Who are your publics?
3. Evaluate resources, such as money, facts, manpower and skills
available.
4. Note how your benefits dovetail with those you reach. Give before you
get.
5. Know specific techniques of public relations in regard to preparation and
participation regarding advertising, publicity and brochures. Ask the
questions who, what, where, why and how much.
6. Be absolutely honest.
7. Thank people. Show appreciation.

Functions

The function of public relations is to promote public understanding and

acceptance of an agency and its services. The purpose is to ensure that the

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“image” or impression which the public carry of the agency is a favorable one, so
that ultimately there will be greater acceptance of the services of the agency.

Qualities of a Public Relations Officer:

1. Integrity
2. A sense of timing and good journalistic ability
3. Good knowledge of media
4. Ability to get along well with all sorts of people.

Duties of a Public Relations Officer:

1. Providing information about the agency, its programs and services,

inquiries on matters affecting the agency, its policies.
2. Dealing with all relations with the press and other public relations
organizations.
3. Organization of visits to other agencies and exhibitions
4. Responsibility for house journal

Public Image
It is important that the agency should decide, as an important matter of
policy, what type of public image it should project.

1. A good organization to work for, or invest in.

2. An organization, whose services can be given with confidence and
reliability.

The Executive as Public Relations Officer

Executive holds a position which places him in a particular relationship.
1. It must establish its identity and its functions in relation to other
organizations.
2. It must establish its identity in relation to clients.
3. An agency’s identity needs to be established in the community.

Public Relations and the Media

• Television
• Radio
• Newspapers
• Books

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Learning Activities:
Activity 1:
Interview a Public Information Officer of a particular agency and ask the
following:

1. Their ways and means of establishing and maintaining good public

relations
2. How they handle the opinions, feedbacks of the public

The whole class should tabulate and summarize the results of their
interview and creatively present it in class.

Learning Evaluation:
Quiz 1:
1. Explain Public Relations is 90 percent doing the right thing and 10 percent
telling about it.

References:
Books
Conrad, A. Joseph, V., Theory and Practice of Supervision and Consultation in
Social Work
Cordero, E., Social Work Administration and Supervision

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LESSON XIV
SOCIAL AGENCY ADMINISTRATION FUNCTIONS AND
PROCESSES: EVALUATION AND RESEARCH

Overview:
This lesson presents the basic concepts of evaluation and research as an
administrative function as it relates to social work practice. It also discusses the
types of evaluation that are being used in human welfare agencies.

Learning Outcomes:
At the end of this lesson, the students can:
1. Articulate the relevance of evaluation and research in social welfare
administration.
2. Construct evaluation questions for program planning, monitoring,
assessment and project efficiency.

Materials Needed:
• Laptop
• Headphone
• Video Camera
• Reference Books

Duration: 3 hours

Learning Content:

Evaluation and Research

Evaluation is defined

1. As the activity that links program operations to planning and programming,

and its findings can be used to modify current operations and to plan
future programs and policies. Therefore, becomes a central tool in the
decision-making process of an agency.

2. As the systematic process of collecting and analyzing data in order to

determine whether and to what degree objectives have been or being
achieved.

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3. As a process which involves examining a training program in the light of

values and standards, for the purpose of making certain decisions about
the efficiency, effectiveness or impact of the program.

Reasons for Evaluation

1. To ascertain the extent to which the objectives of the agency are being
achieved.
2. To improving a service.
3. To ensure the flexibility essential to the continuous re-orientation of a
service to the changing needs of people in a changing social setting.
4. It is a social accountability required by all funding sources and the
taxpayer or a contributor at large.

Evaluating a Human Service Program

Human Service Program

Is a subdivision of the agency which has administrative direction to accomplish a

prescribed set of objectives through the conduct of specified activities.

Human Services Program Evaluation

How to improve your accountability and program effectiveness

Evaluation Research

Can be defined as a type of study that uses standard

social research methods for evaluative purposes, as a
specific research methodology, and as an assessment process that employs
special techniques unique to the evaluation of social programs.

Undertaken for the purpose of determining the impact of some social

intervention, such as program aimed at solving a social problem.

The application of scientific methods to the enhancement of human

services through the analysis of what works and why.

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There are differences of opinion as to the precise boundaries of the field of

evaluation research. From one perspective, any information obtained by any
means on either the conduct or outcome of interventions, treatments, or social
change programs is considered to be evaluation.

Types of Evaluation

1. Program Planning

Program Planning Questions:

A. What is the extent and distribution of the target population?
B. Is the program designed in conformity with its intended goals and is
chances of successful implementation maximized?

2. Program Monitoring

Program Monitoring Questions:

A. Is the program reaching the persons, households, or other target units
to which it is addressed?
B. Is the program providing the resources, services or other benefits that
were intended in the project design?

3. Impact Assessment

Impact Assessment Questions:

A. Is the program effective in achieving its intended goals?
B. Can the results of the program be explained by some alternative
process that does not include the program?

4. Research on Project Efficiency

Economic Efficiency Questions:

A. What are the costs to deliver services and benefits to program
participants?
B. Is the program an efficient use of resources compared with alternative
uses of the resources?

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Learning Activities:
Activity 1:
Construct 10 evaluation questions for each of the following

1. Program Planning
2. Program Monitoring
3. Impact Assessment
4. Project Efficiency

Learning Evaluation:
Quiz 1:
Discuss the evaluation and its relevance to social welfare agency and its
programs.

References:
Books
Conrad, A. Joseph, V., Theory and Practice of Supervision and Consultation in
Social Work
Cordero, E., Social Work Administration and Supervision

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LESSON XV
SUPERVISON IN SOCIAL WORK

Overview:
Supervision in social work is a review topic to master the concepts and its
components as it is necessary in the preparation of the students for their
professional practice. Functions, types and kinds of supervision is also presented
and discussed in this lesson.

Learning Outcomes:
At the end of this lesson, the students can:
1. Articulate the basic concepts of supervision in social work context.
2. Demonstrate the functions and types of supervision.
3. Enumerate and discuss the kinds of supervision.

Materials Needed:
• Laptop
• Headphone
• Video Camera
• Reference Books

Duration: 6 hours

Learning Content:

Supervision is defined

1. As a dynamic enabling process by which individual workers who have

direct responsibility for carrying out some of the agency program plans are
helped by a designated staff member to make the best use of their ability
so that they can do their job more effectively and with increasing
satisfaction to themselves and to the agency.
2. As an administrative process in the context of which staff development is
the major concern (Charlotte Towle).
3. As a Traditional Method of transmitting knowledge of social work skills in
practice from the trained to the untrained, from the experienced to the
inexperienced student and worker (1965 Edition of the American Social
Work).

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4. Essentially an administrative process of getting the work done and

maintain organizational accountability (1971 Edition of the Encyclopedia).

Supervisor
Is an agency administrative staff member to whom authority is delegated
to direct, coordinate, enhance and evaluate the on-the-job performance of the
supervisees for whose work is he/she is held accountable.

Objectives

The ultimate objective of supervision is to implement agency purpose and

plans, and continually deepen the quality of service through which the agency
expresses its purpose.

Assumptions

These provide the framework of the system of supervision in the

Philippines. One must know these underlying assumptions to be able to
supervise.

1. The first assumption is that the supervision aims towards the agency’s
control over services and practice.
a. Supervision always involves intellectual teaching.
b. All supervision has a psychological component, which includes
emotional support, power or use of authority, and self-actualization.

2. The second assumption recognizes the fact that supervision is essentially a

function of administrative leadership which aimed at:

a. accomplishment of the administrative goals of the agency rather than

the therapeutic goals of the supervisees;

b. fusion of administrative and teaching activities in one dynamic process;

and

c. judicious use of administrative power and authority.

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3. The third assumptions stress the supervisory process as learning process

when:

a. there is acceptance of the learner;

b. there is an orderly process of integration of materials from simple to
complex;
c. There is giving of specific knowledge to ease anxiety; and
d. Social work supervision requires basic knowledge in social work
methods through formal graduate training in social work.

The Supervisory Relationship

1. A relationship of two or more people working together not to meet each

other’s personal needs, but to administer effective agency services to the
client.
2. An interdependent relationship, with both parties having corresponding
responsibilities.
3. A professional, not a social relationship.

Distinctive Characteristic of Social Work

The following are some of the distinctive characteristics of the profession the
lent itself to the significance of social work supervision:

1. From its very inception, social work has been organizationally based, and as
such, it has more prolonged concerned with supervision.
2. The need for a supervisory apparatus in welfare agencies is further
enhanced by the fact that funds for welfare services are coming from the
public, and as such social worker are vulnerable to pressure from the
community for a system of accountability regarding agency activities.
3. The problem situations which social workers are offering services for, such
as crimes, dependency, family breakdown, among others, invoke responses
which involve the embodiment of society's values, it's ideological
commitments in sensitive areas such as family structures, legal conformity,
sexual mores, work ethics etc.
4. The condition through which social workers may work- where there is great
uncertainty as to how to proceed, where the risk of the failure is high as
effect of interventions can be highly unpredictable, the need for the
availability of an administrative representative with whom they can seek
support and direction, is greatly felt by the worker.

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5. Unlike other professions, the outcome of social work activity is not so self-
evident or observable and as such, effects of malpractice may be readily
perceived.

6. To additional aspects of the social work delivery system create a need for
supervision:

a. The agency provides the worker with their clientele, and

b. The clients are often captivates of the agency.
7. The need for agency organizational controls embodied in supervision is
made more imperative in social work by the absence of effective
professional organizational controls.

8. The limited knowledge base and technology available even to fully trained
workers is such that the professionals often find themselves encountering
situations in which they cannot operate with full confidence such that they
know exactly what to do and how to do it.

ROLES AND FUNCTIONS OF A SUPERVISOR

The supervisor is in mid-position in a social agency or in a department

whose main function is to provide a social work service.

He is given responsibility for a certain number of workers and/or students.

He has the responsibility of seeing to it that the work of the agency gets
done and done well.

Functions of Supervision

1. The Administrative Functions

The supervisor exercises his administrative functions by:

1. Holding the workers to account for a certain quality and quantity of
production.
2. Seeing to it that service to the client is adequately rendered with agency
regulations and procedures properly carried out; and
3. Enabling the worker to follow procedures and regulations. (The
supervisor has to be clear in his communication to him.)

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2. Teaching Functions

• Share their knowledge

• Stimulates thinking
• Lead out with new ideas
• Hold workers to grapple new ideas
• Encourage conscious thinking
• Give workers opportunities to discuss their works; and
• Appraise it to arrive at decisions and to learn helping skills

The supervisor has the responsibility of teaching the workers content

regarding people, problems, process and developing self-awareness of
personnel with regard to aspects of functioning that are clearly job related.

Regularly Scheduled Individual or Group Supervisory Conference:

• Is the primary methodology utilized for teaching in supervision. The

content is the supervisee’s performance.
• Pre-planning and preparation is extremely necessary and both the
supervisor and supervisee engage in the critical analysis of the work
that was submitted by the supervisee in their supervisory conference.

Carrying out Teaching Functions

Teaching functions are carried out through the following:

1. Planning – the supervisor has to plan work experience for a
supervisee which will give him the opportunity to learn and to
progress as a worker.
2. Providing a climate for learning – the supervisor teaches sensitivity
to the needs of the worker at both the intellectual and feeling level
which will enable the worker to integrate feeling and intellectual
functioning in the practice of social work.

Hereunder are some points for effective teaching:

• Start with a familiar and move to the unfamiliar.

• Start with simple and move on to the complex.
• Learning should be done in an orderly progression.
• Repetition reinforces learning.

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• Learning by doing increases motivation and provides opportunities

for the correction of misunderstood principles of theories.
• Recognition of good work stimulates further learning.

*Conditions necessary to ensure effective learning in the context of positive

relationship.

People learn best if:

• They are highly motivated to learn.
• They can devote most of their energies to learning.
• Learning is attended by positive satisfaction.
• The learners are effectively involved in the learning process.
• The content to be learned in meaningfully presented.
• The uniqueness of the learner is considered.

3. Helping Functions

The helping function of the supervisor is done by:

1. Supporting and sustaining the worker through stressful situations.
2. Providing a positive climate for learning.
3. Managing the supervisory relationship in a helping way.
4. Making sure of what he knows about people and their behavior in
working with others.
5. Helping workers to identify and modify feelings and other obstacles
which are impeding their progress.
6. Helping the supervisee deal with job-related stress.
7. Develop attitudes and feeling in the workers which are conducive
to job performance.

TYPES OF SUPERVISION

1. Tutorial Model
It consists of supervisor and supervisee in a one-to-one relationship. It is
probably the most useful model for workers who are inexperienced and who
like the security of a relatively close monitoring of their performance.

2. Group Supervision

There is a designated supervisor and the group of supervisees. This model is

practiced by agencies which lack the necessary number of trained
supervisors to handle the supervision.

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3. Case Consultation

There is a designated consultant and the worker schedules the contacts as

needed. The worker is primarily responsible for the focus of the meeting.
Consultations are case focused.

4. Peer Group Supervision

There is no designated supervisor, and all the member of the group

participates as equals. Consequently, among the requirements for the group's
success is that the members are mature and experienced enough to make
vital contributions to case discussion.

A peer group meets regularly and the agenda for the meeting is determined by
mutual agreement.

5. Tandem Supervision

This developed out of the peer group model. In this case, two group members
decide to function apart from the group.

6. The Team

This model consists of varied members within the agency structure. They meet
on regular basis, with the agenda proposed by the members in advance.

KINDS OF SUPERVISION

1. SUPERVISION OF STUDENTS
Responsibilities of the student- Supervisor

A. As an Educator
1. Planning
2. Creating a climate for learning
3. Teaching
4. Sensitivity to feelings

B. As a Helper

Three main sources from which difficulties may arise for students;

1. Dependence

2. Past Life Experiences

3. Involvement and Detachment

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C. As an Administrator
As an administrator, supervisor is in a position to help the students look
realistically at the agency, its functioning, and policies.

Teaching from Records

To make teaching from records effective, certain procedure, requirements,

and principle of teaching need to be observed. Some of these are:

1. There should be a regular individual supervisory conference once a week.

2. The student should be responsible for making prompt recording to submitted
to the field instructor at least two days prior to the supervisory conference.
Recording should be utilized as the basic learning- teaching tool in the
conference.
3. Recording should reflect what the students see, hear, and feel. What they
perceive, however, would depend largely on the extent of the knowledge and
their disposal and their understanding of the problem being faced by the
clients. Contents of recordings may include the following:
a. Data related to the objective
b. Significant comments on factors to be considered in the interview
c. client’s use of relationship and a description of the interaction between
clients and students. It is important that the students make explicit their
own contributions and responses and declare their effect on the
interview.
d. Diagnostic statement and treatment plan
e. Movement or lack of movement should be spelled out.

2. STAFF SUPERVISION

• Is a dynamic and enabling process where the workers are guided by a

trained and competent supervisor to perform their functions effectively.
• It is not analogous to student supervision, on the other hand, staff
supervision is an administrative activity done with workers within an
agency
• In staff supervision, the professional growth of the worker is not an end
but a means to an end; it is a “by-product and not the purpose of
supervision.”

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CONCERNS OF THE SUPERVISOR:

• Availability of resources, human and material, and the assurance that these
are used to the best advantage.
• Monitoring and raising social work standards and in both the quality and
quantity of work undertaken.
• Allocation of appropriate cases to individual social workers
• Assurance that social workers are making realistic decisions about scarce
resources of skill and time
• Appraising the total scene (i.e., the team’s commitment and output)
• Attention to the details of workers’ performance or client’s functioning
Attention to the details of worker’s performance or client’s functioning
CONDITIONS REQUIRED FOR SOUND SUPERVISION

• Agency’s understanding and sanctioning of the principles and

practice of supervision – is all important in establishing the right climate
for supervision. The agency must be clear about its objective.
• Supervisor’s capacity – to help people learn, he/she must ask questions
in such a way as to lead to well-considered and appropriate decisions for
theoretical knowledge and practical skills and experience as a competent
social worker.
• Worker’s capacity – supervision must start with workers knowledge, skills,
experiences, and everything he/she can possibly share in the process.

FUNCTIONS OF A SUPERVISOR

A. Management

Staff supervision must strive to

a. Obtain suitable working conditions for the staff;
b. See to it that there is an administrative back-up to enable sound
practice;
c. Declare poor conditions,
d. Ensure a steady flow of data about the changing needs of the
community toward the agency and their inter-agency relations.
e. Detect variations in procedure and assist the workers in developing a
consistent, yet flexible application of the agency policy;
f. Promote the creative participation of the workers in the administrative
process by encouraging workers to examine the effects of the policy on

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their daily practice, to contribute their ideas about changes that are
needed.
g. Evaluate workloads and make appropriate adjustments between the
needs of the agency and the capacity of each worker to manage a
caseload.

B. Teaching

The supervisor has to get a balance between putting in and drawing out:
putting in what isn’t yet known but essential to immediate practice; and
drawing out what is already known to the worker.

C. Support
Support enables the learner to evaluate past practice, consider innovations
and alternatives approaches. Support means asking challenging questions
by stimulating the worker’s thinking and by the very recognition that he has
the strength and the capacity to respond and develop.

3. SUPERVISION OF PARAPROFESSIONALS

Paraprofessionals
Is a development worker who does not have formal education in social
work or community development but who performs a multitude of activities –
assisting, supporting, and facilitating the functions of professional workers.

Sylvia P. Montes - “a person who is highly motivated and committed to share

his/her knowledge, skills and service to selected individuals, specific groups in a
given place or a community for humanitarian cause and civic efficiency.”

Evelina A. Pangalanan - “the worker assisting the social work staff in direct
service functions under the supervision of the professionally trained worker.
He/she may be a community leader or volunteer, a graduate of a certificate
course in community work, or a professional of another discipline, who works
alongside a trained social worker under the latter’s direction and supervision.”

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Types of Paraprofessionals

1. The college graduates of allied disciplines or social sciences who occupy

the positions of welfare aides in public agencies.
2. The community workers, indigenous members of the community, auxiliary
workers, residential aides without college degrees who have been co-
opted to participate in the delivery of social services. They may or may not
have taken non-degree training courses for community workers.

Tasks
1. Interviewing
2. Conducting surveys
3. Making home visits
4. Preparing simple project proposals
5. Distributing financial and/or material assistance
6. Making referrals
7. Conducting information campaigns
8. Organizing groups
9. Filling up or accomplishing needed forms
10. Writing reports

The Supervisory Process

These include the administrative, teaching and helping functions. Since

they have no formal social work background, these functions have to be modified
and simplified to suit them.

Administrative Supervision
1. Interpretation to where the new worker fits in his/her specific job
assignment
2. Introducing paraprofessionals to the clerical and professional staff
3. Advocating paraprofessionals’ entitlement to agency resources
4. Assisting paraprofessionals in learning and accepting the role
5. Helping paraprofessionals to successfully manage the dual aspects of their
role – their responsibility to the agency and client group
6. Including paraprofessionals in staff meetings
7. Making sure that all pertinent communications are shared with them

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Elements in Educational Supervision

1. Language may present a problem.
2. With older paraprofessionals, their relevant life experiences, which will
lead to “give and take” in this relationship, should be employed.
3. If paraprofessionals have been out of school for a long time, the
supervisor needs to de-emphasize reading as a source of learning and
depend more on didactic, repetitive, personal discussions with them.
4. Straightforward instructions are more acceptable to them.
5. The need to partialize learning is greater here.
6. Didactic, repetitive presentations can be made more effective if materials
can be diagrammed or visualized.
7. Materials to be taught need to be clearly structured and precisely defined.
8. Details should be carefully spelled out and assumptions should be
explicitly stated.
9. Presentation should be well-organized.
10. Role playing is heavily emphasized.

4. SUPERVISION OF VOLUNTEERS

Volunteer
Is one who gives skills, knowledge, and services to an agency without any
provision or consideration of getting renumeration from the agency.

Task and Activities

1. Identifying human conditions
2. Initiating and making policy in agencies
3. Contributing service based on knowledge, skills, and interest
4. Soliciting public and voluntary support
5. Acting as spokespersons and interpreters of agency programs
6. Reporting community reactions
7. Collaborating in community planning activities

Types of Services
1. Executive and policy making, such as board of trustees or directors.
2. Administration
3. Direct Service

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Supervisory Process
1. The supervisors in their administrative role
2. They have to help the volunteers get “placed” in the agency
3. They have to acquaint the volunteers with policies, procedures,
programs, and services of the agency
4. They have to assign tasks along the capacity and expectation of the
volunteers.

GAMES PEOPLE PLAY IN SUPERVISION

Game in supervision is defined

1. As a secret plan or trick to beat others at their own game by using

someone’s own methods to outdo them.
2. As a scheme or artfulness, utilized in the pursuit of some objectives or
purpose.
3. Play is a segment of a game.

Why Games Are Played

Threats, anxieties, and penalties are the losses that might be incurred in
entering into the supervisory relationship. A desire to keep losses to a minimum
and maximize the rewards that might be derived from the encounter explains why
the supervisees may play games in supervision, why he/she may feel a need to
control the situation to one’s advantage.

SUPERVISEE’S GAMES

1. MANIPULATING DEMAND LEVEL

This is generally played by intelligent, intuitively gifted supervisees who are
impatient with routine agency procedure. Forms, reports and recordings excite
their contempt.

2. REDEFINING THE RELATIONSHIP

This is designed to mitigate the level of demands made on the supervisee, but
here the game played depends on the ambiguity of the supervisory
relationships and redefining it.

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3. REDUCING POWER DISPARITY

This is designed to reduce anxiety by reducing power disparity between
supervisor and worker.

4. CONTROLLING THE SITUATION

This is designed to place control of the supervisory situation more explicitly
and directly in the hands of the supervisee.

SUPERVISOR’S GAMES

Supervisors play games out of felt threats to their position in the hierarchy,
uncertainty about their authority and out of some hostility to a supervisee that is
inevitable in such a complex intimate relationship. One of the classic supervisory
games is called “I Wonder Why You Really Said That?” This is the game of
redefining honest disagreement so that it appears to be psychological resistance.

RESPONSE TO GAMES

1. The simplest and most direct way of handling or dealing with the problem
of games introduced by the supervisee is to refuse to play.

2. A second response lies in gradual interpretation or open confrontation.

Confrontation implies a refusal to accept the game being proposed by

seeking to expose and make explicit what the supervisee is doing.

Learning Activities:
Activity 1:
1. Conceptualize a role play on the:
a. 3 functions of supervision
b. types of supervision

2. Read the case on the next page and show your answer in a creative way.
Present in class.

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Case Study

Miss EF, belonging to a big welfare agency, was promoted to a

supervisory position after finishing her Master of Science in Social Work (MSSW)
Degree. The promotion meant a transfer to another department to fill in a vacant
supervisory position. Miss EF, prior to her appointment as a supervisor, had very
little exposure to this department so she had little knowledge about the
requirements of her new assignment. Since the position had been vacant for
some time, she did not have the benefit of an orientation to her new job from a
predecessor. She is expected to work with 10 social workers-nine of whom have
Bachelor of science in Social Work degrees, while one has no formal training but
has had 10 years of working experience.

Miss EF was introduced to the group by her immediate boss, the

department head who emphasized the heavy caseloads of the workers, and the
difficult problems presented by the department’s clientele. The department head
further expressed her opinion that the human relations aspects of the supervisory
job were very important and that allowing people to work independently and at
their own pace, would result in their learning from their own mistakes.

During her first weeks on the job, Miss EF made no changes in

establishing procedures, but concentrated on getting acquainted with staff,
observing them at work; and sometimes helping out in easing the heavy
caseloads of some workers.

She soon, however, realized that the total amount of work performed was
rather low. Backlogs continue to pile up week after week without seemingly
easing up. Yet relationships within the department and in relation to other
departments are fairly good.

Miss EF found out, from her own personal handling of some of the cases,
that there are ways of accelerating the work pace of each worker to be able to
catch up with some of the backlog. She concluded that the workers were not
working very efficiently, now were they exerting their highest efforts.

Rather than tell them of her opinion, however, she decided to require each
worker to submit a daily activities report instead of the usual monthly report. The
report was supposed to include the number of clients interviewed, problems
presented by the clients, action taken by the worker as well as time spent for
each client.

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After a week’s time, Miss EF was pleased to notice an immediate increase

in the total number of clients seen by the workers with a resultant reduction in the
backlog of work. However, there seemed to have developed a more strained and
formal atmosphere between the supervisor and the group.

Two months later, two social workers who had been in the department for
five and six years, respectively, requested for transfer to another department,
citing the pressure of work as a reason for the request.

Miss EF realized that the request might be due to her increased demands
on her workers.

1. How would you assess this situation?

2. What do you think was the original problem?
3. What supervisory skills and techniques do you think Miss EF could have
utilized to retain the new, higher level of performance and also restore the
friendly atmosphere and high morale previously present in the
department?

Learning Evaluation:
Quiz 1:
I. Identify if the statement is true or false. Justify your answer.
1. Group supervision is more effective with homogenous group.
2. In case consultation, the supervisor is responsible for the focus of the
meeting.
3. Tutorial model of supervision is useful with experienced workers
4. In using the team model, the decision in every case is still from the
individual who is responsible for implementing it.
5. There is no designated supervisor in peer group supervision.
II. Discuss
1. How the three functions of supervision differ?
2. Why are games played in supervision?

References:
Books
Conrad, A. Joseph, V., Theory and Practice of Supervision and Consultation in
Social Work
Cordero, E., Social Work Administration and Supervision

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