About this resource
A good buddy helps new staff settle. This guide explains the buddy role, a first-month checklist, conversation prompts for check-ins and when to involve the team leader, complementing formal supervision.
Purpose
To help buddies welcome and support new team members.
Who it is for
Primary profession: Allied health and multidisciplinary teams. Also relevant for social workers, occupational therapists, speech pathologists.
Client or participant group: Allied health staff acting as buddies.
Practice setting: Allied health teams.
Suggested uses
- New staff induction
- Graduates
- Team culture
- Staff retention
Instructions for practitioners
- Check in regularly, especially in the first weeks.
- Share practical knowledge.
- Respect that supervision is separate.
- Raise concerns with the team leader.
Accessibility considerations
Editable HTML source available for adaptation.
Scope and limitations
A buddy guide. It does not replace supervision or formal induction.
Research basis
Clinical supervision and structured reflection support learning, safe practice and professional development.
- Gibbs, G. (1988). Learning by doing: A guide to teaching and learning methods. Further Education Unit, Oxford Polytechnic. https://thoughtsmostlyaboutlearning.files.wordpress.com/2015/12/learning-by-doing-graham-gibbs.pdf
- Milne, D. (2007). An empirical definition of clinical supervision. British Journal of Clinical Psychology, 46(4), 437–447. https://doi.org/10.1348/014466507x197415
What is included
A 2-page printable A4 PDF, including a practitioner notes page with the research basis (version 1.0).
Originality
Original Practitioner Plus content: wording, activity structure, layout and icons were created for this resource. No third-party worksheets, illustrations or text were reproduced.
