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E-grāmata: Supervision in the Legal Profession

  • Formāts: PDF+DRM
  • Izdošanas datums: 30-Apr-2020
  • Izdevniecība: Springer Verlag, Singapore
  • Valoda: eng
  • ISBN-13: 9789811541599
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Supervision in the Legal ProfessionPalielināt
  • Formāts: PDF+DRM
  • Izdošanas datums: 30-Apr-2020
  • Izdevniecība: Springer Verlag, Singapore
  • Valoda: eng
  • ISBN-13: 9789811541599
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This book is about supervision in the legal profession with a focus on the experience of novice lawyers. It is the first of its kind. Until now there have been a range of books dedicated to professional supervision in many disciplines, but not law. Supervision is an important link between formal university-based legal education and independent practice and is relevant to a range of contemporary legal practice issues including changes driven by technology, workplace culture, regulating law firm management, and well-being. This book aims to be scholarly and practical. It provides an overview of how supervision is positioned in the legal regulatory framework; it describes how supervision is conceived in the legal profession and practice management literature; and draws lessons from clinical legal education and other professional disciplines. By reporting on survey data, this book also provides insights into practitioners’ attitudes and perceptions about supervision in legal practice.
Part I Supervision: Context and Concepts
1 Supervision: Linking Legal Education and Legal Practice
3(16)
1.1 Introduction
3(2)
1.2 The Legal Profession's Knowledge Gap
5(5)
1.2.1 Absence of Theory
5(4)
1.2.2 Shortage of Empirical Research
9(1)
1.3 Learning from Clinical Legal Education and Other Professions
10(4)
1.4 Book Structure and
Chapter Overview
14(2)
1.4.1 Part I: Supervision: Context and Concepts
14(1)
1.4.2 Part II: Supervision: Attitudes, Perceptions and Experiences
15(1)
References
16(3)
2 Supervision Dimensions of the Legal Profession Regulatory Framework
19(24)
2.1 Introduction
19(1)
2.2 Historical Relationship Between Supervision and Legal Education
20(4)
2.3 Supervision of Law Students: Pre-admission Experience
24(7)
2.3.1 Australia
25(2)
2.3.2 United Kingdom
27(1)
2.3.3 United States
28(2)
2.3.4 Summary and Observations
30(1)
2.4 Supervision of Novice Lawyers: Supervised Practice
31(4)
2.4.1 Australia
31(2)
2.4.2 United Kingdom
33(1)
2.4.3 United States
34(1)
2.4.4 Summary and Observations
34(1)
2.5 The General Supervisory Duty
35(4)
2.5.1 Australia
36(1)
2.5.2 United Kingdom
36(1)
2.5.3 United States of America
37(1)
2.5.4 Summary and Observations
38(1)
2.6 Conclusion
39(1)
References
39(4)
3 The Legal Practice Environment: Constraining Supervision
43(24)
3.1 Introduction: A Diverse Context
43(2)
3.2 Monitoring, Risk Management and Leverage
45(7)
3.2.1 The Large Law Firm: Understanding the Forces at Play
45(4)
3.2.2 The Status Quo: A Carrot and a Stick
49(3)
3.3 Novice Lawyers, Training and Well-Being
52(8)
3.3.1 Training Novice Lawyers
52(3)
3.3.2 Supervision and Well-Being
55(5)
3.4 Disruptive Legal Technologies
60(3)
3.5 Conclusion
63(1)
References
64(3)
4 Supervision in Clinical Legal Education
67(26)
4.1 Introduction
67(1)
4.2 Understanding the Nature of Supervision in CLE
68(13)
4.2.1 Clarifying the Terminology: What Is CLE?
68(4)
4.2.2 Conceptions of Supervision in CLE
72(8)
4.2.3 Supervision in CLE: A Step in the Right Direction
80(1)
4.3 Making the Most of Supervision in CLE
81(8)
4.3.1 Supervisory Methods in Clinical Legal Education
82(4)
4.3.2 Best Practices in CLE Supervision
86(2)
4.3.3 Towards Evidenced-Based Effective Supervision
88(1)
4.4 Conclusion
89(1)
References
90(3)
5 Professional Supervision in Other Disciplines: Lessons for Lawyers
93(30)
5.1 Introduction
93(1)
5.2 Overview of the Wider Literature
94(8)
5.2.1 Management and Leadership Literature
94(4)
5.2.2 Professional Supervision
98(4)
5.3 Multi-functional Supervision
102(3)
5.4 Effective Supervision: The Evidence Base
105(6)
5.4.1 The Supervisory Relationship
106(2)
5.4.2 Arrangements and Methods
108(3)
5.5 Identifying the Context and Stakeholders
111(6)
5.5.1 Revisiting the Legal Practice Context
111(2)
5.5.2 Arrangements for Novice Lawyers
113(4)
5.6 Conclusion
117(1)
References
118(5)
Part II Supervision: Attitudes, Perceptions and Experiences
6 The Functions of Supervision in Legal Practice
123(38)
6.1 Introduction
123(2)
6.2 The Functions of Supervision: Supervisors' Perceptions
125(8)
6.2.1 Focus and Purpose of Supervision
125(3)
6.2.2 Characteristics of Supervision Given
128(1)
6.2.3 Supervisor Activities
129(2)
6.2.4 Supervisor Responsibilities
131(2)
6.2.5 Key Observations
133(1)
6.3 Comparing Supervisor and Supervisee Perceptions
133(6)
6.3.1 Focus of Supervision
134(1)
6.3.2 Characteristics of Supervision Received
135(1)
6.3.3 Aims of Supervision
136(3)
6.3.4 Key Observations
139(1)
6.4 Organisations Issues Impacting Supervision
139(7)
6.4.1 Obstacles Encountered
140(1)
6.4.2 Supervision Ratios
141(4)
6.4.3 Key Observations
145(1)
6.5 Novice Lawyers and Supervised Practice
146(10)
6.5.1 Supervisors' Approach to Supervising SLPRs
147(4)
6.5.2 SLPRs Attitudes and Perceptions
151(3)
6.5.3 Key Observations
154(2)
6.6 Key Messages and Practical Applications
156(3)
References
159(2)
7 Supervisory Relationships in Legal Practice
161(34)
7.1 Introduction
161(2)
7.2 Arrangements and Methods
163(6)
7.2.1 Structuring Supervision
164(1)
7.2.2 Approachable Supervisors
165(2)
7.2.3 Contributions to Effective Performance and Supervision
167(1)
7.2.4 Key Observations
168(1)
7.3 Variations Between Supervisors
169(3)
7.3.1 Level of Supervision
170(1)
7.3.2 File/Task Management
171(1)
7.3.3 Writing Style
172(1)
7.3.4 Key Observations
172(1)
7.4 What Supervisees Want
172(7)
7.4.1 Contact Time
173(1)
7.4.2 Training and Development
174(1)
7.4.3 Empathy and Interpersonal Support
175(1)
7.4.4 Monitoring and Control
176(1)
7.4.5 Respect and Responsibility
176(2)
7.4.6 Key Observations
178(1)
7.5 Addressing Disagreement with Supervisors
179(3)
7.5.1 Discussion with Supervisor
179(1)
7.5.2 The Analytical Approach
180(1)
7.5.3 The Authoritative Approach
181(1)
7.5.4 Key Observations
181(1)
7.6 SLPRs: Case Studies
182(7)
7.6.1 Case Study 1: Tom's Dysfunctional Supervisory Relationship
183(1)
7.6.2 Case Study 2: Jane's Weak Supervisory Relationship
184(1)
7.6.3 Case Study 3: Richard's Weak Supervisory Relationship
185(1)
7.6.4 Case Study 4: Karen's Moderate Supervisory Relationship
186(1)
7.6.5 Case Study 5: Craig's Moderate Supervisory Relationship
187(1)
7.6.6 Case Study 6: Victoria's Strong Supervisory Relationship
188(1)
7.6.7 Key Observations
189(1)
7.7 Key Messages and Practical Applications
189(3)
References
192(3)
8 Towards Effective Supervision for the Legal Profession
195(16)
8.1 Recap and Key Messages
195(2)
8.2 Discussion and Recommendations
197(6)
8.3 Prospects for Further Research
203(3)
8.3.1 Regulation of Supervision
203(1)
8.3.2 Strengthening the Evidence Base
204(1)
8.3.3 Legal Professional Culture
204(1)
8.3.4 Supervisory Ethical Leadership
205(1)
8.3.5 A Supervision Model for Novice Lawyers
205(1)
8.4 Final Comments
206(2)
References
208(3)
Appendix: Research Design 211
Michael J. McNamara is a lecturer in law at Flinders University and an adjunct research fellow at the Griffith University Law Futures Centre (both in Australia). Prior to becoming a full-time academic, Michael worked as a solicitor in a range of legal practice settings including: a top-tier national firm; a small commercial firm; and as a sole practitioner. Michael has also supervised law students in a live-client clinic based in a community legal centre.
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