Intervision

Introduction

Intervision is a structured form of professionalization (in other words, of 'knowledge and skill development'). It allows learning how to deal with difficulties and challenges that you experience in your everyday work and life. It does so through the following steps: 

1. A group of peers form an intervision team [link to teamwork wiki]. 
2. Questions are discussed regarding the case / situation of one of the participants. 
3. The case / situation is unpacked in line with the needs of the participant. 
4. Different perspectives are explored on how to deal with the case / situation. 

Intervision is not the same as supervision and it is important to understand the difference between the two. Supervision is based on a hierarchical relationship, hence the root ‘super’, which means ‘above’. Intervision is instead based on a relationship among equals, and the root ‘inter’ means ‘between’ or ‘amongst’. Supervision is a form of collaboration we are very familiar with in learning environments. It allows teachers, for instance, to supervise their students and parents to supervise their children. Intervision is less common. It is similar to the more commonly known peer feedback. Intervision allows for a team [link to team wiki] of peers, of people on equal footing, to look at each other and share what they see, which refers to the last part of the word: ‘vision’.

The aim of intervision is professionalization by learning from your own experience and the experience of others. To achieve this, intervision builds on the fact that when someone is looking in from the outside, that person has a different perspective. Listening to this different perspective can help you see options and solutions you did not see before. It also brings in new perspectives for your team members.

An important aspect of intervision is that meetings work by focussing on learning through difficulties and challenges. You move from observations of issues to collaborating on interventions to improve the (team)work [link to teamwork wiki]. This proactive team-wide approach is based on the shared conviction that everyone in the team [link to teamwork wiki] wants to work well together. With this goal aligned, you can share your thoughts and ideas openly and also listen with an open mind to your team members.

If 'done' correctly, intervision can be an inspiring and fruitful learning experience for all involved. This, however, requires all participants to agree on and commit to a few basic 'rules of engagement':

• Do not focus on correcting anyone's behavior. This automatically generates the idea that there is a hierarchy, in which someone knows better. 
• Only share observations and discuss on equal footing which interventions might be preferred.
• Intervision sessions happen when the group itself signals the need for them. Again, unlike supervision, it should not be a predetermined/scheduled meeting that causes intervision moments. Intervision is used to follow the group’s needs.

It is important to consider where intervision sessions take place. Not only the precise location matters, but also who participates in the group of peers. In Active8-Planet we are working within multi-generational, multi-disciplinary and multi-cultural teams, and depending on the topic different peer groups emerge [link to inter- pages on wiki]. It is likely that most Active8-Planet intervision sessions will be held between students, to more easily fit in the equal footing that is necessary for these kinds of sessions.

Scroll further below for different methods that can guide you in setting up your intervision meeting. Before you get started, however, remember this: when deciding on an intervision form or strategy, it is important to hold onto this firmly during the session. By changing the rules during the game, you risk losing the trust of participants. This, in turn, can escalate into everything but a productive session. The servant leader could play an important role in setting up an intervision session, picking a strategy and even facilitating the session. Read more about the servant leader role [link to servant leader wiki].

Exercises

Four methods of discussing dilemmas in a group are illustrated below. For each one, you will find an indication of the time needed for the exercise and the steps to be taken. These four methods can be used in many different situations. Sometimes, it is great to have options. It is also great if the person with the dilemma can choose a method they are most comfortable with. Giving them the option to choose, helps them feel confident and in control.

Incident method 

Time: +/- 50 minutes 

Step 1 Introduction (5 min.) The dilemma owner describes the situation and their question concisely only stating the facts. 

Step 2 Question round (20 min.) In silence, the group takes time to write down their question. When all questions are on paper, the questions will be asked and the dilemma owner answers. Note that only open questions with the aim of gaining more insight into the factual situation should be asked. Advice needs to wait until step 4. 

Step 3 Analysis (10 min.) All group members, except the dilemma owner, analyse the core of the problem. 

Step 4 Advice (10 min.) Every group member formulates advice for the dilemma owner. 

Step 5 Evaluation (5 min.) The dilemma owner shares which pieces of advice were/will be helpful and explains why. 

[Source: https://api.myschoolsnetwork.com/media/files/32976/163cdb5c9160a193d641edbfdee37b11.pdf]

Balint method 

Time: +/- 90 minutes 

Step 1 Inventory (10 min.) Start with a round in which all group members state their dilemma in one sentence. 

Step 2 Choice (10 min.) First make an inventory of the dilemmas and see which one appeals to the group the most or is most recognised by the group members. Then choose a chairman. The dilemma owner is never the chairman. 

Step 3 Problem statement (5 min.) The dilemma owner describes the situation and their question concisely only stating the facts. In silence, group members write down which thoughts and feelings come to mind when thinking about this dilemma. 

Step 4 Exploration (20 min.) Group members think up clarifying questions. The chairman invites all group members to ask their questions taking turns. The dilemma owner answers the questions concisely and without discussion. 

Step 5 Judgement & advice (20 min.) Group members form a judgement and advice and write this down. Taking turns, the judgements and advice are shared. The dilemma owner reacts concisely without starting a discussion. 

Step 6 Decision (10 min.) The dilemma owner shares his/her reaction to the advice and explains what this advice brings him/her. 

Step 7 Sharing (15 min.) All group members share their own difficulties in similar situations. 

[Source: https://api.myschoolsnetwork.com/media/files/32976/163cdb5c9160a193d641edbfdee37b11.pdf]

Gossip method 

Time: +/- 60 minutes 

Step 1 Introduction (5 min.) The dilemma owner shares his question with a short explanation. 

Step 2 Exploration (15 min.) Group members explore the problem with focused, open questions with the aim of gaining more insight into the factual situation. They focus on relation, feeling and procedure. 

Step 3 Gossip (15 min.) The dilemma owner steps out of the circle. The group gossips about the possible underlying problems and possible solutions. The dilemma owner simply listens and does not get involved. The dilemma owner takes notes of what is said that stands out or touches him/her. 

Step 4 Sharing (15 min.) The dilemma owner comes back in the circle and shares his/her experience; how did it feel to listen to the gossip, what touched him/her and what (s)he thinks of the possible solutions. 

Step 5 Evaluation (10 min.) The whole group, both the dilemma owner and the other participants, look back on the process; what did it bring? How did everyone experience it? 

[Source: https://api.myschoolsnetwork.com/media/files/32976/163cdb5c9160a193d641edbfdee37b11.pdf]

Learn from successes

Time: +/- 60 minutes 

Step 1 Introduction (15 min.) The success owner shares a success experience in great detail; a moment when something you did worked really well; an experience that you learnt something from in a very short time; a feeling that you have grown. Other group members listen and write down what they think are the factors that made this situation/experience such a success. 

Step 2 Inventory (20 min.) All the factors are written down on a large piece of paper in two columns: Left column: initiatives, qualities, strengths and actions of the success owner. Right column: context and support from others. The success owner thinks and, if necessary, corrects and adds. 

Step 3 Elaboration (15 min.) Members ask clarifying questions to gain more insight into the factual situation. The new found (underlying) success factors are written down on a separate piece of paper. The core question in this step is: What factors made this situation into a success? 

Step 4 Evaluation (10 min.) Group members evaluate and discuss; what have we learnt from this? What can we take away from this?

[Source: https://api.myschoolsnetwork.com/media/files/32976/163cdb5c9160a193d641edbfdee37b11.pdf]

References

Source: https://api.myschoolsnetwork.com/media/files/32976/163cdb5c9160a193d641edbfdee37b11.pdf