Introduction: Occupational therapists (OTs) have various roles in the workplace, such as therapist, colleague, student supervisor, and leader. These roles involve connecting and interacting with others. How can we support each other to improve relational competence in our respective roles? The relational aspects are important elements to promote learning for students, achieve therapeutic goals with patients, and collaborate with colleagues. According to research, leading others and achieving results is important for relational competence. The authors have several years been coaching student supervisors, using the Coaching of practice supervisors model (CAP-model). Through the coaching process, the need to place greater emphasis on relation building with students, colleagues, and leaders became clear.
Objectives: Five main dimensions of relational competence are fundamental and crucial for successful relation building. The goal is to raise awareness, knowledge, practice the various dimensions of relational competence, and utilize them in various professional roles.
Approach: The coaches have explored various approaches to focus on relational competence for student supervisors and among the coaches themselves, like teaching, skills training and individual and group supervisions.
Practice Implications: Relational competence have been implemented and further developed in the CAP-model. The same relational skills can be applicable in several roles beyond the student supervisor role. In the CAP-model, various approaches for reflection and competence development have been tried out, and materials have been developed that OTs can use in relation building.
Contribution to the occupational therapy profession: Knowledge about building and fostering relational competence plays a role supporting each other’s mutual growth in the various OT roles. Increased knowledge and skills in relational competence contribute to promote learning, connecting and interacting.