Supervisory Experience Research Articles

‘Courses for Horses’: designing, adapting and implementing self practice/self-reflection programmes

AbstractSelf-Practice/Self-Reflection (SP/SR) has been proposed both as an adjunct to therapy training programmes, and also as a means for therapist development among experienced therapists. Research suggests it develops aspects of knowledge and skill that may not be addressed through other training methods. With increasing interest in SP/SR, a growing evidence base regarding both participant benefits and potential risks from SP/SR, and the development of SP/SR programmes across a range of therapeutic modalities, we argue it is timely to identify a set of principles that can guide the design, adaptation and implementation of SP/SR programmes. At this stage, there is little empirical evidence to guide trainers wishing to implement SP/SR in different contexts. Accordingly, these principles have been derived from reflection on developing, testing and implementing SP/SR programmes as well as on other training and supervisory experience. The first set of principles detailed in Section 1 draw on various theories of learning and development and frame the processes involved, the next principles speak to the content of SP/SR programmes, and the final principles address structure. Within Section 2, the principles are then considered for their practical implications. In Section 3, the sharing of what are initially private self-reflections is then considered together with some implications for SP/SR programmes, especially when there is assessment involved. We argue that SP/SR will continue to progress with well-designed standard programmes, careful implementation, thoughtful adaptation, ongoing innovation, and especially more evaluation.Key learning aims(1)To understand the principles for designing, adapting and implementing SP/SR programmes that are drawn from theory and from the authors’ experience of developing and implementing SP/SR programmes over the last 20 years.(2)To understand the possible factors that guide the processes, content and structure of SP/SR programmes.(3)To understand how best to maximize effective engagement and learning (and limit harm) when planning or implementing an SP/SR programme.

The Effect of Experience and Knowledge on Fraud Detection With Intuition As Intervening Variable

This study aims to examine the effect of the knowledge of government internal supervisors through the intuition of government internal supervisors to detect irregularities. The sample in this study was the auditor who served at the Regency and municipal Inspectorates in Bangka Belitung totaling 122 respondents. This study uses path analysis to examine the relationship between hypothesized variables. The results of the study concluded that the experience and knowledge of government internal supervisors had a significant effect on deviation detection. In addition to the knowledge of government internal supervisors through government intuition, internal supervisors influence the detection of irregularities. This research needs to be further developed, to get stronger empirical results, such as by adding other variables from deviation detection, further research can also expand the object of research, and use the experimental method.

Interactional patterns of clinical supervision: using sequential analysis

ABSTRACTThis study targets interactional patterns of clinical supervision by using sequential analysis. Specifically, it explores (a) the overall transitional dynamics of clinical supervision; (b) different transitional patterns of supervisory dyads with more experienced supervisors and those with less experienced supervisors; and (c) different transitional patterns of supervisory dyads with more experienced supervisees and those with less experienced supervisees. Findings of this study have implications for the professional development of both supervisors and supervisees, particularly international counselling and psychotherapy trainees. Dyads with more experienced supervisors or supervisees displayed a repetitive pattern between opinions and positive social emotional behaviours over time compared to supervisory dyads with less experienced supervisors or supervisees.

South African clinical psychologists’ multicultural clinical and supervisory experience

The study documents some of the multicultural challenges experienced by South African clinical psychologists and how these are addressed within the context of clinical practice, supervision, and training. This mail survey of 241 clinical psychologists registered with the Health Professions Council of South Africa during the year 2015, explored everyday clinical and supervisory practices. Multicultural training experiences were also studied. Findings indicated that multicultural challenges were experienced by 74.3% of respondents in clinical practice and by 34.3% of participants involved in supervision of clinicians and/or interns. Difficulties were related to cultural belief systems, language, specific therapeutic and supervisory obstacles, as well as socio-political and economic issues. Approaches employed to address these challenges primarily involved the use of therapeutic processes, positioning, and paradigms. An emphasis on lifelong learning processes was also present. Although evidence for multicultural competency and orientation was apparent in addressing these difficulties, findings suggest a need for more awareness and in-depth training in these areas.

Teaching Counseling Skills in Audiology Graduate Programs: Clinical Supervisors' Perceptions and Practices.

Counseling is a critical component within audiological service delivery. Partnering with patients to support them in learning to effectively cope with their hearing challenges is a key component in achieving desired outcomes. Even though there is agreement on the foundational role counseling plays in audiology service delivery, counseling instruction varies among audiology training programs. The purpose of this study was to investigate the perspectives and practices of supervisors in audiology graduate training programs related to mentoring students in the acquisition of counseling skills. A cross-sectional design was used; participants completed a self-report survey. The survey was sent to 323 clinical supervisors in AuD graduate programs in the United States. Completed surveys were received from 205 supervisors. Responses were analyzed using descriptive statistics to identify practice trends. Participants reported their perceptions about importance of teaching counseling skills to audiology students, their confidence in teaching skills, their self-efficacy for supporting student learning, how they provide feedback to students, and challenges they encounter. Most participants reported their program requires a counseling course (88%; n = 176). Most of the participants reported confidence in teaching counseling skills; however, fewer reported being very or extremely confident in teaching students how to talk with clients about their emotions (53%; n = 109) and explaining the rationale behind specific counseling strategies (47%; n = 97). Participants with more years of supervisory experience had statistically significantly higher self-ratings for teaching confidence and self-efficacy for supporting student learning in counseling than those with fewer years of experience. Audiology supervisors in AuD programs believe counseling is important to teach to students; however, they report variability in use of methods for providing feedback, evaluating student performance, and in their self-efficacy for supporting student learning. Future audiologists would benefit from a more systematic approach within graduate training for teaching counseling skills.

A new tool to measure approaches to supervision from the perspective of community health workers: a prospective, longitudinal, validation study in seven countries

BackgroundThe global scale-up of community health workers (CHWs) depends on supportive management and supervision of this expanding cadre. Existing tools fail to incorporate the perspective of the CHW (i.e. perceived supervision) in terms of supportive experiences with their supervisor. Aligned to the WHO’s strategy on human resources for health, we developed and validated a simple tool to measure perceived supervision across seven low and middle-income countries.MethodsPhase 1 was carried out with 327 CHWs in Sierra Leone. Twelve questions, informed by the extant literature on health worker supervision, were reduced to six questions using confirmatory factor analysis. Phase 2 employed structural equation modelling with 741 CHWs in six countries (Bangladesh, Ethiopia, Indonesia, Kenya, Malawi, Mozambique), to assess the factorial validity, predictive validity, and internal reliability of the questions at three time-points, over 8-months.ResultsWe developed a robust, 6-item measure of perceived supervision (PSS), capturing regular contact, two-way communication, and joint problem-solving elements as being critical from the perspective of CHWs. When assessed across the six countries, over time, the PSS was also found to have good validity and internal reliability. PSS scores at baseline positively and significantly predicted a range of performance-related outcomes at follow-up.ConclusionThe PSS is the first validated tool that measures supervisory experience from the perspective of CHWs and is applicable across multiple, culturally-distinct global health contexts with a wide range of CHW typologies. Simple, quick to administer, and freely available in 11 languages, the PSS could assist practitioners in the management of community health programmes.

Filling in the “Blank Slate”: Examining Newcomers’ Schemas of Supervisors During Organizational Socialization

Newcomers have little knowledge of the behavioral tendencies of their future supervisors before they join the company; thus, they enter the organization with a “blank slate” regarding their assessments of their supervisors. We know little about how newcomers’ blank slates about their supervisors are gradually filled with mental images—or schemas—of their supervisors and how these schemas influence their adjustment to the organization. Thus, the primary purpose of this study is to examine how newcomers’ schemas of supervisors develop, shape their information seeking from supervisors, and influence their adjustment. Further, previous socialization research has not distinguished between different forms of supportive supervisor behaviors or focused on unique outcomes of newcomers’ personal experience and indirect observation of supervisors’ behaviors. The findings of this study suggest that supervisors’ individualized consideration and intellectual stimulation, both forms of supervisors’ supportive behaviors, have distinct effects on newcomers’ warmth and competence schemas of supervisors; newcomers’ personal experience and indirect observation of supervisors’ behaviors have a unique influence on newcomers’ schemas of supervisors; and warmth and competence schemas of supervisors influence newcomers’ social and task-related information seeking to different extents. The primary contribution of the study lies in explaining how newcomers’ blank slate about their supervisors is filled with warmth and competence schemas of supervisors and how these schemas influence their information seeking and adjustment during socialization.

Facilitating affective elements in learning - In a palliative care context.

The aim of this study was to explore ways clinical supervisors facilitate the learning of the affective elements of professional competence in a clinical palliative care environment. The secondary aim was to advocate for and raise awareness of the importance of the affective domain in medical education. A clinical palliative care learning environment has been reported to be emotionally challenging. The affective and transformative learning processes taking place requires special support. However, little is known about how clinical supervisors facilitate this learning processes. A qualitative, explorative study was designed to capture supervisors' perceptions of their supervision using semi-structured interviews. Six experienced clinical supervisors working within a palliative care context were recruited using convenience sampling. Data were analyzed using inductive content analysis. The affective elements were viewed as essential for learning, clinical supervision, and professional competency. Supervisors use a variety of different ways of facilitation. Four main themes were identified; building a relationship, creating space for learning, creating a pedagogical environment, and Mirroring.

International doctoral students’ experience of supervision: a case study in a Chinese university

ABSTRACTInternationalisation in higher education is now a worldwide phenomenon but there is little attention paid to internationalisation at doctoral level, although this phenomenon has grown exponentially in recent years. This study focuses on a university in China to examine how international doctoral students and their supervisors perceive supervision and the relations between supervisor and student. It describes and analyses the experiences of supervisors and students, and the concepts they used to articulate and reflect on them. Semi-formal interviews were conducted with six doctoral students and their supervisors. Analysis shows that, apart from formal supervision, informal enculturation through social and academic networks, the tongmen, plays an important role in supervision and in socialising the doctoral researchers into the community of practice. The study adds to the field a new case from a specific epistemological and intellectual tradition and challenges existing theories concerning methods and concepts of supervision.

Nurse Managers’ Utilization of Fayol’s Theory in Nursing

The main aim of this paper is to appreciate and evaluate human resource management practice of nurse managers utilizing Henri Fayol’s theory. The study being conducted to health facilities in Southern Leyte purposively employed sixteen respondents qualified based on the inclusion criteria such as having supervisory experience of atleast five years, either male or female and with permanent employment status. The study utilized descriptive-evaluative research design in order to collect information without manipulating or changing study subjects and its environment. Demogrpahic data were tabulated using simple percentage. Weighted mean was also used to establish different management practice delivered and implemented by nurse managers. Based from the findings, most of the nurse managers are female (87%), aging 40-47 years old, with an average gross individual monthly income of 17,000 to 25,000 thousand pesos. All of them did not have units of graduate degrees, however underwent trainings parallel to nursing practice. Education and supervisory-related trainings were acquired through shadowing and peer-coaching. Nurse Managers identified that the fast turnover of staff nurses is the leading factor affecting human resource management due to low salary rate of staff nurses. On the other hand, planning and controlling were the least among the five managerial roles delivered by nurse managers. The study recommends enhancement of these management components to effectively deliver care among clientele. 
 

Atualização da competência comunicativa de professores de língua inglesa da rede pública de ensino de Santarém-PA: relato de experiência em um curso de extensão

This article reports the experience of supervisors, collaborators and volunteers with the extension project “Atualização de Competência Comunicativa em Língua Inglesa” (Communicative Competence in English Update), executed in 2018 at the University of Western Pará (UFOPA). It is a free update course offered to public school EFL teachers of Santarém, Pará, with two distinct but complementary goals: firstly diminish gaps in the qualification of these professionals caused by theincipient offer of these kind of courses in the city; secondly offer students of the English Licensure at UFOPA the opportunity to teach. After a brief description of the project and the motivation behind it, we will present an analysis of the dynamicsbetween students and teachers throughout the course, as well as the project’s results.

Technology Update: New Instrumented Docking Gun System Maximizes Perforating Performance

Technology Update Accidental detonation of a perforating gun at surface can have catastrophic consequences. To decrease risks, layers of procedural controls have been implemented to reduce the inadvertent application of power caused by human error, stray voltage, or the presence of radio frequency (RF) energy. Explosives handling procedures and controls, such as locking out the firing panel and acquisition system, are used to mitigate the human error risk. Mitigating RF risks requires establishing RF-free exclusion zones, with all RF transmissions shut down. Exclusion zones are effective, but adhering to them relies on strict procedural controls. With increased industry and personal reliance on RF transmitters, such as cellular phones, RF silence is becoming more difficult to achieve. Although RF-immune initiators were introduced more than 20 years ago to allow wellsite operations to continue without RF silence imposed, their complex initiation technologies require high power levels, which improve the safety margin to stray volt-age but significantly reduce overall system reliability. Perforating has always been a hands-on operation that relies on supervisor experience. Over the last decade, perforating reliability has continued to improve as service companies and operators have implemented detailed training programs, procedural checklists, and advanced hardware. However, these reliability improvements have begun to plateau, acting as an impetus to develop new perforating systems that would be more effective than procedural controls in addressing the main causes of perforating misruns: damaged or improper wiring, mechanical seal failures, and initiator malfunctions. Plug-In Design With Built-In Safety With a focus on resolving these issues, Schlumberger developed the Tempo instrumented docking perforating gun system—the industry’s first perforating system that fully integrates a plug-in gun with real-time advanced downhole measurements for monitoring and confirming operations to mitigate risk while increasing safety, reliability, and efficiency (Fig. 1). Created for all environments, the system uses modularized initiators combined with RF filtering mechanisms and an addressable switch to provide an enhanced level of safety to operations. Proprietary docking components are the key element of the gun system’s plug-in design. They streamline assembly and eliminate the major cause of perforating misfires: technique-sensitive crimping and wiring. The initiator can be plugged into a perforating gun by using simple mechanical and electrical connections without requiring complicated assembly. The new system eliminates all complex field wiring connections and crimping, which simplifies the arming process that has a direct impact on both wellsite efficiency and reliability.

Family Responsibility Discrimination, Power Distance, and Emotional Exhaustion: When and Why are There Gender Differences in Work–Life Conflict?

As men take on more family responsibilities over time, with women still shouldering considerably more childcare and housework, an important ethical matter facing organizations is that of providing a supportive environment to foster employee well-being and balance between work and family. Using conservation of resources theory, this multi-source study examines the association between perceived family responsibility discrimination and work–life conflict as mediated by emotional exhaustion. Employee gender and power distance values are tested as moderators of the perceived family responsibility discrimination to emotional exhaustion relationship. Results suggest that male employees who perceive family responsibility discrimination from their supervisor and hold high power distance values experience increased emotional exhaustion and work–life conflict. Female workers who perceive family responsibility discrimination from their supervisor experience increased emotional exhaustion and work–life conflict regardless of whether they have high or low power distance. Findings are consistent with theory-based predictions from conservation of resources theory: resources that are valued and not provided in the work context deplete emotional energies and ultimately trigger work–life conflict. Findings build on the work–life literature by introducing gender and power distance as factors that shape when employees feel the draining effects of family responsibility discrimination.

Midtreatment Problems Implementing Evidence-based Interventions in Community Settings.

Multisystemic Therapy® (MST) and Functional Family Therapy (FFT) are two widely disseminated evidence-based family-based treatments for substance abusing and delinquent adolescents. This mixed-method study examined common implementation problems in midtreatment in MST and FFT. A convenience sample of experienced therapists (20 MST, 20 FFT) and supervisors (10 MST, 10 FFT) from dissemination sites across the United States participated in semistructured telephone interviews. Participants identified retrospectively serious midtreatment process problems they perceived as threats to treatment success. Coders extracted descriptions of problems from interview transcripts and coded them into 12 categories that fell into five major themes: engaging families in treatment; difficulties implementing strategies; family relational and communication problems; complications external to therapy; and youth problem behavior. Analyses examined caregiver, therapist, and youth variables as predictors of these common midtreatment problems and whether treatment outcomes varied depending on the type of problem, therapy model, and race/ethnic match of therapist and family. MST and FFT therapists and supervisors identified many similar problems. There were, however, model-specific differences consistent with differing features of the models (e.g., FFT participants identified more family relational problems and fewer follow-through problems than their MST counterparts). Results underscore the need to consider both common and specific factors in treatment process.

Body Art as a Source of Employment Discrimination

Although body art (tattoos and piercings) has increased in popularity, it often puts individuals at a disadvantage when seeking employment. We examine if body art discrimination is based on type or severity of body art, how hiring managers perceive applicants with body art on job-related traits, and if certain individuals are more biased against body art. Participants with supervisory experience (N = 143) evaluated equally qualified Caucasian female job applicants in their mid-20s who varied on body art (no body art, mild tattoo, extreme tattoos, mild piercing, extreme piercings). We found that applicants with extreme tattoos were less likely to be hired and applicants with mild or severe tattoos were offered lower starting salaries than those without body art. Applicants with extreme tattoos were perceived as less competent and committed than applicants without body art. Finally, male participants and those with less supervisory experience were less likely to hire applicants with extreme tattoos. Managers with no or few tattoos were less likely to hire applicants with extreme tattoos or extreme piercings whereas managers with more piercings were less likely to hire applicants without body art.

The (d)(t)oxic lifeworld of early career postgraduate supervisors

ABSTRACTIn the context of higher education as social space or field in the Bourdieusian sense, exploring the lived experiences of early career postgraduate supervisors allow us to (re)consider the institutionalised rhythms, procedures and practices that shape graduate supervision. At the intersections of, inter alia, increasing numbers postgraduate students, the urgent need to transform SA higher education, and the need for appropriately qualified and experienced supervisors, many early career postgraduate supervisors are caught between understanding the doxa and orthodoxy shaping postgraduate supervision, and the necessary symbolic capital to formulate, engage with and practice heterodoxy. This article employs Bourdieu’s doxic schema (doxa, orthodoxy and heterodoxy) along with symbolic capital to make visible the doxic lifeworld experiences and journeys of early career supervisors. The research found that early career supervisors are often under-prepared, lacking symbolic capital and experiencing (toxic) shame.

Examining Pre-Service School Counselors’ Site Supervisory Experiences Specific to Group Work

This consensual qualitative research (CQR) study explored the group leadership supervisory experiences of (n = 10) school counseling internship students. Findings suggest the importance of fostering group leader advocacy skills and the need to assess students’ group leadership supervisory experiences during fieldwork placement. Implications for counselor educators and supervisors are discussed.

Clinical skills of a new foundation dentist: the experience of dental foundation educational supervisors.

Aim To investigate dental foundation (DF) educational supervisors' (ES) expectations of the level of clinical ability expected of a foundation dentist (FD) on entry into foundation training. Methods Following ethical approval, a pre-piloted online questionnaire was circulated to ESs across England and Northern Ireland (n = 959), requiring respondents to rate their expectations of their FDs' ability at the beginning of the training year, in relation to undertaking 104 clinical skills. A five-point scale and descriptors were provided, ranging from 'on own with confidence' to 'unable to undertake'. Respondents were invited to comment further. Data were imported into IBM SPSS (v20) and descriptive analysis was undertaken. Expectations were assigned values and a mean, 'skill rank score' was generated for each skill. A ranking score closer to five indicated high expectation; closer to one indicated low expectation. Results A total of 510 (53%) questionnaires were completed. The study highlighted a range of expectations which were used to identify 'upper-level' (core) skills expected of a new FD. The majority of expectations were in line with UG curriculum guidance; however, certain skills were identified as having overly high expectations and these may need to be modified to align with current guidance. Conclusions Understanding the expectations ESs have of a new FD is useful for both dental schools and those involved in DF training. Findings add to the existing evidence base and should generate discussion for those within the education continuum to enhance the successful development of the FD.

“Hands on” versus “empty”: Supervision experiences of frontline child welfare workers

Quality supervision positively relates to frontline child welfare worker job satisfaction; worker empowerment and self-efficacy; the quality of client outcomes; and worker retention. Despite the importance of supervisory experiences, few studies describe workers' perceptions of their relationships and experiences with their supervisors. The study applied the tenet of self-perpetuating, reinforcing relationships within the social exchange theory to understand newly-hired workers' experiences of supervision. We used inductive, thematic analysis to examine interview data focused on workers' transitions from training to casework including their supervision experiences. The qualitative subsample (N = 38) was drawn from the Florida Study of Professionals for Safe Families (FSPSF), a statewide sample of recently-hired frontline child welfare workers. Approximately one half of workers considered their current supervisory experiences as “hands on” and cooperative while the remaining half, conversely, described them as “empty” and detached. Findings reflect interactions in four domains: supervisor availability and approachability; consistency of provided information; level of micromanagement; and level of support. Workers, regardless of their experiences, expected supervisors to be available, knowledgeable, micromanagers, and supportive. Congruent with self-perpetuating, reinforcing relationships, almost universally, workers with cooperative experiences had their expectations met in each domain while those with detached experiences struggled in each area. Findings yield implications for training to guide relationships between supervisors and newly-hired workers: provide “hands on” supervisors and “check in” with newly-hired workers; provide micromanagement, including periodic accompaniment on home visits; provide an agency-approved checklist to guide workers through case processes; and support workers holistically.

Expertise Rents from Insider Trading for Financial Experts on Audit Committees

AbstractWe document the existence of expertise rents by finding that financial experts on audit committees obtain higher abnormal returns from insider purchases than do non‐financial experts on audit committees. We further investigate whether information processing skills work alone or jointly with an information advantage to generate expertise rents. While financial experts on audit committees outperform financial experts on other committees, financial experts on compensation, executive, nominating, and governance committees do not outperform non‐financial experts on these committees. These findings suggest that expertise rents are domain‐specific and can be obtained only when directors have both access to private information and information processing skills. In additional testing, we find that expertise rents for financial experts on audit committees are primarily driven by non‐accounting financial experts, whose finance or supervisory experience could make them better than accounting financial experts in understanding market conditions and assessing firm risk.