Nonunion Supervisors’ Humility at Work and Union Tolerance Interact in Relation To Respect Received by Union Subordinates: A Study from the Perspective of Supervisors

Within the psychology supervision literature, most theoretical models and practices pertain to general clinical or counseling psychology. Supervision specific to clinical neuropsychology has garnered little attention. This survey study explores supervision training, practices, and perspectives of neuropsychology supervisors. Practicing neuropsychologists were invited to participate in an online survey via listservs and email lists. Of 451 respondents, 382 provided supervision to students, interns, and/or fellows in settings such as VA medical centers (37%), university medical centers (35%), and private practice (15%). Most supervisors (84%) reported supervision was discussed in graduate school “minimally” or “not at all.” Although 67% completed informal didactics or received continuing education in supervision, only 27% reported receiving training specific to neuropsychology supervision. Notably, only 39% were satisfied with their training in providing supervision and 77% indicated they would likely participate in training in providing supervision, if available at professional conferences. Results indicate that clinical neuropsychology as a specialty has paid scant attention to developing supervision models and explicit training in supervision skills. We recommend that the specialty develop models of supervision for neuropsychological practice, supervision standards and competencies, training methods in provision of supervision, and benchmark measures for supervision competencies.

Abstract: The study aims to depict the role of educational supervisors in the development of change in leadership skills of the teachers of public secondary schools in the Suburbs of Jerusalem from the perspective of educational supervisors, principals and teachers. The researcher used the descriptive approach due to its suitability to achieve the goals. The sample was selected according to a random methodology. It consisted of (248) individuals with a percentage of (40.7%) of the study population. The results show that the role of educational supervisors in the development of change in leadership skills of secondary school teachers came to a high degree. Meanwhile, no statistically significant differences were shown at the significant level of (α ≤ 0.05) attributed to school type, gender, academic qualification, specialization, work experience and domains. However, the results show statistically significant differences attributed to job title in favor of educational supervisors and in all domains except strategic planning, establishing a culture of change, problem solving and decision making. In light of the mentioned results, the study pointed out many recommendations. Keywords: Educational supervision, Change Leadership, Public Secondary School, Suburbs of Jerusalem.

ABSTRACTFailing a fieldwork placement can be a challenging and emotional experience. This study aimed to explore the perspectives of placement supervisors and university fieldwork educators (UFEs) of the factors that contribute to occupational therapy students failing placement. Twenty placement supervisors and four UFEs participated, and completed single instance surveys and interviews. Failure of a placement was noted to be a stressful experience for all stakeholders. Reasons identified for student failure included poor communication and reflection skills; non-disclosure of health issues and an inability to accept feedback. Placement supervisors highlighted that although failing a student was difficult, there was a need to uphold the values and standards of the profession. Strategies to facilitate placement success were identified.

This study addresses the question of what clinical supervision or CS means. Twelve supervisees and their clinical supervisors were asked the question: ‘what does CS mean to you?’ Inspired by Clarkson and Aviram's phenomenological study, the aim of this research was to compare and contrast the perspectives of clinical supervisors and their supervisees. The responses to this question from the supervisors' and supervisees' perspectives highlight differences and similarities in the way the term CS is understood and what ‘good’ CS is like from each group's viewpoint. The results reveal congruence in some areas of understanding, but also difference in the terms used to express the priorities of each group. For clinical supervisors ensuring ‘safe practice’ with clients was seen as the primary goal of contact with supervisees. For supervisees, ‘trust’, ‘support’ and having a ‘safe place’ to discuss problems was discussed as the priorities. The implications of these findings for social work practice are suggested.

This research explores whether and how an effective relationship is created from both supervisor and doctoral student perspectives. Interviews were conducted with 12 supervisor-student dyads, totalling 24 interviews, to explore both student and supervisor perspectives on their own lived experience of their expectations during the journey through the PhD. The research revealed four main dimensions that the interviewees expressed during the interview process: (a) their perceptions of the role of the primary supervisor on the doctoral student’s work; (b) what they expect from their counterparts in terms of intellectual capacity; (c) what they expect from their counterparts in terms of resources or logistics; and (d) what they expect from their counterparts in terms of emotional intelligence.

The authors examined multiple perspectives of meaningful in-session events through participant observation of counseling sessions as well as interviews with client and counselor. The results are anchored with the perspective of a supervisor, and highlight similarities and differences among the three perspectives of supervisor, counselorin-training and client. Six themes emerged from the observer's perspective: immediacy with several subthemes, nonverbals and intuition, rescuing, depth of congruence, insights, and goal setting. For each theme and subtheme deemed meaningful in counseling sessions by a supervisor, an event representing the respective theme or subtheme is presented from the three perspectives of supervisor, counselor-in-training and client. The authors discuss implications for counselor training and supervision.Keywords: supervisor, counselor-in-training, client perspectives, immediacy, counselor trainingResearchers in the counseling field have much to discover about the counseling process and how it works (Paulson, Everall, & Stuart, 2001; Sackett, Lawson, & Burge, 2012). Researchers who examine multiple perspectives (Elliott & James, 1989; Moon, Dillon, & Sprenkle, 1990; Sackett et al., 2012; Sells, Smith, & Moon, 1996), in-session subjective experience (Bennun, Hahlweg, Schindler, & Langlotz, 1986; Elliott & Shapiro, 1992), and comparisons of those experiences further our comprehension of the counseling process (Elliott & Shapiro, 1992; Sackett et al, 2012). The client and counselor have separate perspectives, each of which is important to recognize in order to gain a picture of what is meaningful in counseling (Blow et al, 2009). Further, the perspective of an observer offers a compelling extension for our understanding (Elliott & James, 1989), as an observer can identify subtleties in interactions between clients and counselors, as well as shed light on experiences that clients may be less willing to report and of which counselors may be unaware. Consequently, capturing multiple perspectives on the counseling process, including client, counselor and observer, enriches understanding. Each perspective is compelling and contributes something unique to understanding the counseling process (Elliott & James, 1989; Sells et al, 1996).Research on Client, Counselor and Observer Perspectives on Counseling SessionsThere is a dearth of research exploring multiple perspectives on counseling sessions beyond those of client and counselor. Several researchers have examined clients' and counselors' experiences and perspectives in counseling (Lietaer, 1992; Lietaer & Neirinck, 1986; Llewelyn, 1988; Martin & Stelmaczonek, 1988; Sackett et al., 2012; Sells et al, 1996). For example, in a recent study, Sackett et al. (2012) found that clients and counselors-in-training (CITs) consider many of the same aspects meaningful in a counseling session, including the relationship, goals, insights, immediacy and emotions. Findings such as these are valuable for clinical supervision, because supervisors' awareness of similarities and differences in clients' and counselors' perspectives can enhance supervisors' training of CITs to effectively work with clients. Further, when CITs are counseling, the supervisor's perspective becomes part of the picture as well, and contributes indirectly to the counseling process through the supervision process.As Elliott and Shapiro (1992) have noted, few researchers have added a third lens by exploring the process through client, counselor and observer perspectives. This statement from more than 20 years ago is still accurate today. In the research that does exist (Blow et al, 2009; Elliott & Shapiro, 1992), discrepancies have been found when comparing client, counselor and observer perspectives. Thus, including all three perspectives creates a more complete picture of the process (Llewelyn, 1988). In two studies, researchers explored a single client system (either a couple or an individual client) from multiple perspectives, including an observer's. …

Multiple students are placed on clinical wards simultaneously due to increasing student numbers. This has the potential to create stress for the supervisor and reduce quality of student learning. Peer learning as a pedagogical framework to supervise multiple students has been widely shown to have advantages for the students by developing teaching skills, team collaboration, and independence. However, whether peer learning impacts the characteristics of supervision and the experience of the supervisor is less understood. It is unknown whether wards that use peer learning as a pedagogical framework (peer learning wards) are any different compared to wards that do not (non-peer learning wards), from the supervisor's perspective. We aimed to develop and pilot test a questionnaire to compare peer-learning wards and non-peer learning wards from the supervisor's perspective. We used the AMEE 7-step guide to develop questions investigating supervision, the learning environment and satisfaction. We piloted the questionnaire with 46 nurse supervisors working on inpatient hospital wards in Stockholm, Sweden. We compared answers from peer learning with non-peer learning wards. We used Orthogonal Projections to Latent Structures (OPLS) discriminant analysis to show what differed between the wards. Peer learning wards compared to non-peer learning wards had more student-centred activities, the physical space had more adaptations for students, more support available to the supervisor, and supervisors perceived greater overall satisfaction with the quality of education and with the ward as a whole. The variables that had most influence on the discrimination between the two ward types related to peer learning activities and perceptions (p=0.0034). This pilot study shows that peer learning wards differ compared to non-peer learning wards regarding peer learning activities and perceptions among supervisors. Our questionnaire needs to be distributed on a larger scale to validate our findings and explore further the way in which the pedagogical framework and peer learning can affect supervision and satisfaction.

This study aimed to explore the linking mechanisms and conditional processes underlying the relationship between proactive behavior and work-family conflict. Considering the conservation of resources theory, we argue that workplace anxiety mediates the relationship between proactive behavior and work-family conflict. Furthermore, we suggest that immediate supervisor perspective taking and employee emotional intelligence moderate this proposed indirect effect. Two-wave, multisource lagged data were collected from 450 employees of seven domestic Chinese firms to examine the hypothesized moderated mediation model. Our findings support the hypothesis that proactive behavior is positively related to work-family conflict and that workplace anxiety partially mediates this relationship. Immediate supervisor perspective taking moderates the positive association of proactive behavior with workplace anxiety and the indirect relationship between proactive behavior and work-family conflict through workplace anxiety. Emotional intelligence moderates the positive association of proactive behavior with workplace anxiety and the indirect relationship between proactive behavior and work-family conflict through workplace anxiety. The results deepen our theoretical understanding of the consequences of proactivity by demonstrating the positive associations between proactive behavior and work-family conflict. The current study also contributes to the literature by identifying workplace anxiety as a mediating mechanism explaining the relationship between proactivity and work-family conflict. Furthermore, supervisor perspective taking and employee emotional intelligence moderate the above mediating effect.

The advent of the Information Age witnessed the democratization and massification of higher education in the twenty-first century all around the globe. Despite the significant increase in postgraduate study, attrition rates have been rather high, whilst graduate completion rates continue to fall. One of the reasons cited has been students’ incompetency to handle postgraduate study due to their limited academic literacy and research skills. Critical reading skills are often viewed as a fundamental pillar for postgraduate study. Therefore, the main aim of this paper was to assess the postgraduate students’ critical reading skills from the perspectives of both students and their supervisors. This descriptive study involved 209 postgraduate students and 121 supervisors from two local public universities in Malaysia. Data were collected using questionnaires and semi-structured interviews. The findings revealed that there was a significant difference in the assessment of critical reading skills of postgraduate students from the perspectives of supervisors and postgraduate students. Students perceived that they had a higher moderate level of readiness compared to supervisors. Supervisors also felt that students possessed limited readiness in terms of critical reading skills such as questioning and evaluating texts. These results have implications for the need for innovative approaches to advance the critical reading skills of postgraduate students.

PurposeFirst contact practitioner (FCP) roles have been developed to supplement the primary care workforce in managing the burden of musculoskeletal conditions. In order to quality assure and standardise capability of these clinicians an educational framework was developed by NHS England. The Roadmap to Practice (2020) was the curriculum designed to support and develop capability for FCP roles. This secondary analysis of a broader research project aimed to understand the factors affecting the supervisory experience from both a supervisor and supervisee perspective. MethodsA qualitative design using group interviews and an online survey was utilised to examine the experiences of these clinicians on their journey navigating and supporting the Roadmap to Practice portfolio process. FindingsThree principal themes were identified that affected the supervisory process; preparation of both supervisors and supervisee; the person (supervisor) and the practicalities associated with supervision. ConclusionThere were numerous factors influencing the quality of clinical supervision. Adequate preparation of the supervisor and supervisee is critical to success. The attributes of the supervisor were important in the enhancing the quality of supervisory process. Time afforded to undertake supervision and access to appropriate supervisors need to be adequate and accounted for in workforce planning. A paradigm shift in workplace culture is required so clinical supervision is seen as an integral component in maintaining quality and assuring patient safety.

There has been a significant increase in the number of students who have enrolled for postgraduate degrees in Malaysia for the past couple of years. However, the number of postgraduates (PG) who have successfully completed their degrees remains low due to high attrition rate. To address this problem, it is therefore important to investigate the critical factors that facilitate successful and efficient completion of the PG degree. One key factor is the writing skills of PG students as it is an essential skill for academic success. This paper aims to assess students’ readiness for PG study in terms of writing skills from the perspectives of supervisors and supervisees. The study involved 209 supervisees and 121 supervisors from two local public universities in Malaysia. Data were collected using questionnaires and semi-structured interviews. The results show that respondents perceived that supervisees were moderately ready for their PG study with regard to their writing skills. This suggests that PG students have adequate writing skills to cope with PG study. Additionally, the independent t test results also show that there was a significant difference between the perceptions of supervisees and supervisors regarding PG students’ writing skills. It shows that supervisees think that they have a higher moderate readiness in their writing skills as compared to the supervisors. The results also show that students were less ready to write content with clarity and needed improvement in the quality of their argument. This has implications for enhancement of supervisory practices in terms of advancing approaches to further develop postgraduate students’ writing skills that are essential for successful completion of their study.

The aim of this study is to explore the implementation of an organisational level intervention, focussing on Supportive Leadership (SL), in an Australian police organisation from the perspective of supervisors and managers. The impact of the intervention was explored using a qualitative methodology using semi-structured telephone interviews with 44 participants who had attended the Supportive Leadership Workshop, designed to improve awareness of good management practices. Data was subjected to thematic analysis using a social constructivist theoretical orientation. Findings showed that SL as a concept was generally accepted by a majority of participants and that they had integrated a number of SL strategies into their work practices. The participants also identified the importance of senior personnel role-modelling SL and the negative impact of non-role modelling. RESEARCH LIMITATIONS AND IMPLICATIONS: The major limitation of the study was the non-random sample of voluntary participants. However, the nature of conducting applied studies in police organisations is inherently difficult due to confidentiality and their paramilitary nature. This study highlights the need for future studies in police leadership and occupational stress that directly explore issues from the perspective of the supervisors and managers. Interventions such as SL need support and role modelling from senior management to enhance their credibility. ORIGINAL VALUE: This paper reports on an applied intervention that received major support and funding within a police organisation. It is of value to other organizations considering similar interventions because it highlights issues that could be addressed to further enhance the program.

Purpose Police officers are at particular risk of developing Post-Traumatic Stress Disorder (PTSD) which can impact their work and life (Foley and Massey, 2021). However, workplace support can mitigate this risk. The purpose of this research study was to understand, from a police officer’s perspective, the mental health needs of members and the best opportunities to provide support for officers, which can mitigate the prevalence of PTSD. Design/methodology/approach The current study included semi-structured interviews with eight police officers who hold supervisory positions as non-commissioned officers, either corporals or sergeants, in the Royal Canadian Mounted Police (RCMP). A Thematic Analysis yielded three overarching themes: Standing in Between – The Nature of the Supervisor Role, The Available vs the Accessible and In between Acceptance and Scepticism. Findings Overall, the themes depicted both effective and ineffective measures in the force’s current provision for mental health support and organizational barriers to accessing existing support. It also uncovered the embedded tension within the supervisory role and areas for improvement. Conclusions highlight the need to review some existing measures and policies to improve the accessibility and viability of available support as well as facilitate change in culture and members’ attitudes towards help-seeking. Originality/value This paper provides insight into a niche demographic of individuals, police officers with PTSD and provides a perspective of Canadian RCMP officers, of which there is very limited research on.

Academy of Management Annual Meeting Proceedings includes abstracts of all papers and symposia presented at the annual conference, plus 6-page abridged versions of the “Best Papers” accepted for inclusion in the program (approximately 10%). Papers published in the Proceedings are abridged because presenting papers at their full length could preclude subsequent journal publication. Please contact the author(s) directly for the full papers. Social Exchange from the Supervisor's Perspective: Does Employee Trustworthiness Predict Justice?Published Online:30 Nov 2017https://doi.org/10.5465/ambpp.2010.54493877AboutSectionsPDF/EPUB ToolsDownload CitationsAdd to favoritesTrack Citations ShareShare onFacebookTwitterLinkedInRedditEmail FiguresReferencesRelatedDetails Vol. 2010, No. 1 Permissions Metrics in the past 12 months History Published online 30 November 2017 Published in print 1 August 2010 InformationCopyright of Academy of Management Journal is the property of Academy of Management and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder’s express written permission. However, users may print, download, or email articles for individual use.Download PDF

AimTo offer an in‐depth account of non‐disclosures from the supervisors' perspective, this study sought to explore the supervisor's experience of non‐disclosure within the supervisory relationship.MethodUsing interpretative phenomenological analysis (IPA), eight supervisors were interviewed.FindingsFive super‐ordinate themes are focused on in this paper: (a) Supervisor training, (b) Supervisor non‐disclosure, (c) Management of trainee non‐disclosures, (d) Supporting factors for supervisor disclosures, and (e) The effect of non‐disclosures.Conclusion/ImplicationsExploring non‐disclosures from the supervisor's perspective revealed that the supervisor's perceived lack of power and control at the beginning of supervision set the tone for their identification and management of non‐disclosures in the supervisory relationship. A further finding related to how thoughts about non‐disclosure were closely linked to reluctance to supervise and served the purpose of supervisor strategic self‐presentation.