Supervisor Interventions Research Articles

Remote Onboarding Effectiveness in Indian it Industry During the Pandemic

Purpose: The outbreak and impact of COVID-19 has definitely caused the most drastic and rapid shift to the global workforce. The Information Technology (IT) industry was amongst early responders who adopted a remote working model. The aim of this study was to understand the effectiveness of remote onboarding experience in the IT companies. Design/methodology/approach: The perceived benefits of remote working such as creating valuable opportunities for cost saving and greater flexibility for staff has caused many businesses to understand it is a beneficial model of working in the future and hence adopt it. Now that remote working is here to stay, this research studied the experience of the employees who were recruited in the years 2019 and 2020 into various IT organisations. A survey was circulated to understand this effect and a total of 126 employees participated from 21 IT Companies across India. The validity and reliability of the questionnaire was verified and the data was analyzed using SPSS V22. Findings: The results indicated that there is a significant difference in the joining experience between the two groups. The findings showed that the physical joining experience worked better as it helped in a higher employee satisfaction and hence helped learning the job faster. While the remote induction process seemed effective, the gaps pertain to lack of a structured onboarding process, knowledge transfer and supervisor interventions that are relevant for the remote working world. Research, Practical & Social implications: Organizations should understand the importance of making a good first impression with the new joiners. They should ensure smoother interventions that could enhance the culture immersion and knowledge transfer process. Originality/value: Most Indian IT companies have always allowed employees to work remotely. However, even these employees were required to be physically present for the onboarding process. Remote onboarding as a process did not exist prior to the pandemic and hence this study touches upon a lesser researched topic. The research recommendations provided in our study could help bridge the gaps and provide a better employee remote joining experience.

“Savoring” the Joy: Reducing Principal Burnout and Improving Well-Being through Positive Psychology Interventions

Principals are pivotal for creating schools that meet the needs of all students. However, the exodus of principals has been on the rise especially in the last two years as the pandemic accelerated turnover rates. Principals are experiencing greater levels of workload, stress, and burnout often without the tools for maintaining mental health. While many strategies for self-care are widely discussed—consistent exercise routine, eating healthy, and adequate sleep—many are not easily adaptable for principals who often experience time constraints and inconsistent schedules. The field of positive psychology has shown that interventions focused on human strengths and enhancing positive emotions can significantly boost well-being. The most promising aspect of positive psychology interventions (PPIs) is the ease with which these strategies can be integrated into the busy demands of the principalship. This article provides evidence for PPIs as potential strategies to emotionally and mentally support principals from individual and organizational approaches. Specifically, this article describes several PPI recommendations for principals to practice and begin building upon positive experiences in their daily lives such as savoring and cultivating sacred moments. The article also provides recommendations for school districts to consider such as cognitive-behavioral, solution-focused coaching; positive principal supervisor interventions; and systematic spaces to address principals’ complaints. While these recommendations are not comprehensive, we believe they serve as a starting point for principals to move beyond surviving and toward thriving in their careers.

Job Insecurity during an Economic Crisis: the Psychological Consequences of Widespread Corporate Cost-Cutting Announcements.

Economic crises, such as the one induced by the COVID-19 pandemic, and resulting widespread corporate cost-cutting, drastically alter the nature of work. Job insecurity represents a critical intermediate between the economic ramifications of an economic crisis and work and stress outcomes, however, the underlying cognitive consequences of job insecurity and how to buffer those effects are not well understood. We examine how corporate cost-cutting announcements indirectly relate to employees’ attention through their relationship with employee job insecurity and investigate supervisor support as a potential buffer of these relationships. We used multi-source data to test our research model, combining data on cost-cutting announcements (budget cuts, layoffs, and furloughs) in news articles for 165 organizations with survey data from 421 full-time employees from these organizations between March 26, 2020 and April 8, 2020. Cost-cutting announcements are positively related to job insecurity, which is related to employee’s attention with supervisor support mitigating the effects of job insecurity on attention. Grounded in self-regulation theories, we contribute to and extend the theoretical understanding of the organizational context for job insecurity and cognitive outcomes. We discuss the implications for organizations to manage and prepare for future economic crises, specifically on organizational communication and supervisor interventions.

Can supervisor support improve daily employee well‐being? Evidence of supervisor training effectiveness in a study of veteran employee emotions

Workplace supportive supervisor interventions offer an effective, though underutilized mechanism to bolster employee well‐being, which may have important benefits particularly for understudied groups such as military veterans in the civilian workforce. The present study employed a two‐wave daily diary study to test the effectiveness of a supportive supervisor training on positive and negative emotions of veteran employees. Daily diaries are instrumental to understanding well‐being, in that they accurately capture emotions as they are experienced without retrospective biases that reflect more global emotional assessments. Each wave (baseline and 6 months later) comprised emotion reports over 32‐day periods. Thirty‐five organizations were randomized into intervention and control groups; 144 veterans (91% men) participated in the daily diaries at baseline. The training significantly improved well‐being facets including improvements in unactivated positive (i.e., calm) emotions at follow‐up. Two significant moderation effects were also revealed for PTSD screening. For veteran employees with positive PTSD screens, the intervention functioned to reduce negative emotions. For those employees with negative PTSD screens, the intervention enhanced positive emotions. Our work highlights the benefit of workplace supervisor support to positive and negative employee mood.Practitioner points Our supervisor support training represents an evidence‐based programme that improves employee positive emotions. Positive emotions were increased among veterans who did not screen positive for PTSD (i.e., most veterans). Veterans with positive PTSD screens may benefit from enhanced supervisor support resulting in a reduction of negative emotions, providing supportive evidence for supervisor mental health awareness training.

Interactive Linear Models in the Context of Two-Stage Sampling

We study an interactive linear model that incorporates investigator and/or supervisor interventions in the context of a two-stage sampling design. We obtain an unbiased estimator of the finite population total and derive an unbiased estimator of its variance. Our method builds on Sinha and Maiti (2014), which addressed a single-stage cluster sampling design.

Contribution of supervisor interventions to client change: The therapist perspective

We interviewed 15 advanced doctoral students about their experiences with a supervisor who had helped them help a client change. Analyses of interviews, using consensual qualitative research, suggested that therapists/supervisees viewed their supervisors as having helped them by providing guidance, facilitating case conceptualization, focusing on the person of the therapist, supporting the therapist, providing performance feedback, helping to set realistic expectations, and disclosing. We consider the implications of these findings for clinical supervision, supervisor training, and research on how the supervision process contributes to therapy outcomes.

Comparison of Different Types of Complications in the Phacoemulsification Surgery Learning Curve According to Number of Operations Performed.

Objectives:To compare the differences in intraoperative complications rates by the number of resident-performed sequential phacoemulsification surgeries.Materials and Methods:Preoperative and postoperative ophthalmological examination records and intraoperative data of 180 eyes of 140 patients who underwent cataract surgery by two residents between November 2009 and February 2012 were analyzed retrospectively. The data of 180 eyes were separated into 3 groups based on the number of operations performed: Group A (first 1-60 eyes), group B (61-120 eyes) and group C (last 121-180 eyes). The number of direct supervisor interventions and the rates of different types of complications were compared between the three groups.Results:The number of direct supervisor interventions was 45, 35 and 19 in group A, B and C, respectively. The number of complications anterior to the iris plane was 3, 4 and 12 in group A, B and C, respectively. The difference in the rate of complications between group B and C was statistically significant (p=0.029). The number of complications posterior to the iris plane was 6, 14 and 3 in group A, B and C, respectively. The difference in the rate of complications between the groups was statistically significant (p=0.042, p=0.004).Conclusion:This study provides insight into which types of complications might arise during the phacoemulsification training period. The trends in the rates of different complication types in clinics may be analyzed, and this analysis may be used to improve and modify phacoemulsification training programmes according to the needs of residents.

Card-sorting as a tool for communicating the relative importance of supervisor interventions

A card-sorting activity was used to stimulate communication about the perceived relative importance of supervisor interventions within a supervisory dyad. Pairs of supervisors and supervisees ranked 10 cards of supervisor interventions in the order of perceived importance and conversed about their rankings. Results indicated that supervisees perceived feedback and correction as more important than supervisors, whereas supervisors perceived allowing for debriefing and validating supervisee's feelings as more important than supervisees. Dyads agreed that the activity was fun, easy to do, and would contribute to a climate of honest feedback, facilitate the working alliance, and help prevent unspoken negative dynamics.

Multicultural supervision: supervisees’ reflections on culturally competent supervision

This study examined supervisees’ perceived experiences of supervisor multicultural competence in supervision and its impact on supervisees’ clinical work. Specific attention was given to the cultural content discussed and the supervisory multicultural interventions used in supervision. Data from 102 supervisees was analyzed through a discovery-oriented qualitative approach. With regard to content, the most common focus was on race followed by gender, ethnicity, and religion/spirituality. An examination of the multiculturally competent supervisor interventions revealed that supervisors’ frequently educated and facilitated exploration of specific cultural issues, discussed culturally appropriate therapeutic interventions and skills, facilitated supervisee self-awareness within the supervision session, and challenged and encouraged cultural openness of supervisee’s understanding of client and cultural issues. The most frequent manner by which the supervisory experience affected client work involved the supervisee modifying the treatment approach, recognizing personal limitations and experiencing improved self-awareness as a counselor in their work with clients, and developing an enhanced understanding of and empathy towards their clients. Implications for these findings are discussed.

Interactive Linear Models in Survey Sampling

Considered is a linear 'interactive' model in the context of survey sampling. This situation arises when investi- gator and/or supervisor interventions are contemplated in the responses. An appropriate linear model is intro- duced to represent the response profile(s) arising out of each respondent-cum-investigator-cum-supervisor com- bination as per the planned 'design layout'. Two situations (blinded and unblinded submission of responses) are differentiated and corresponding data analysis techniques are discussed. Variance components are assumed to be known in this study. 1. Introduction to Survey Design and Interactive Linear Model Considered is the set-up of simple i.e., direct response on a quantitative response variable Y in the context of a finite labeled population of size N. It so happens that in actual surveys, we need investi- gators and often some supervisors as well. The instruction manuals are prepared for the investigators to maintain uniformity in data collection. The field level data are collected by the investigators. The scrutiny manual is prepared for scrutiny of the filled-in schedules by the supervisors. This is accom- plished independently of the investigators. We depict a situation wherein there are possibilities of investigator intervention effect and/or supervisor intervention effect on the response profiles before the same are finally received by the data collection agency. Of course, these intervention effects may be assumed to be random, having mean zero, non-interactive within and between the two sets of 'people'. The problem is to unbiasedly estimate the finite population total of the response vari- able Y by incorporating a fixed size (n) sampling design and by administering the sampling design in a situation wherein the above two types of random effects are likely to be present. Denote by i a respondent unit in the sample of size n and by S(i) the number of schedule-based observations collected on this particular unit. It is quite possible that a respondent unit is composed of more than one individual. In this article, we will deal with fixed-size non-overlapping clusters of individuals to represent such respondent units. These clusters are formed before the sampling

Field practice supervision of social work students: a psychodynamic view on the emotional context of the process and the setting during the client assessment phase

This empirical study is a psychodynamic view of the supervision setting and key emotional parameters during the client assessment process. The supervisor, through reflectivity, studied his own supervision practice with undergraduate social work students during their first field practice placement. By using supervision critical incidents, he formulated the basic characteristics of the supervision setting, and followed it up with discussion on the key emotional parameters of the supervision process. Particular emphasis was laid on psychodynamic understanding of the supervision process and the consequences of supervisor's interventions for both supervisees and clients. The emotional context of the supervision process during the client assessment phase was predominantly shaped by four emotional parameters: (i) the supervisor identifying with both client and supervisee needs; (ii) the supervisor concentrating on exclusively the educational character of supervision by avoiding dealing with student's personality issues; (iii) the supervisor dealing with client and supervisee ‘transferences to the setting’; and (iv) the supervisor setting and safeguarding the supervision limits and boundaries.

Supporting presence in teacher education: The connection between the personal and professional aspects of teaching

This study follows one individual student teacher during a period of one single school year in which she was supported in developing ‘presence’ while teaching. The notion of ‘presence’ was formulated by the teacher herself, and coincides with the growing interest in this aspect in psychology, and in theories about becoming a teacher. In her supervision, the so-called core reflection approach was used, which strongly builds on the concept of presence and on positive psychology. Based on analyses of audio taped supervisory sessions, six stages were identified in the teacher's development. These stages are described and related to theories about positive psychology and core reflection. The supervisor's interventions leading to the transitions between the stages were identified, analysed, and related to key principles of core reflection. It appeared that the teacher's growth not only led to experiencing ‘presence’ while teaching, but also to a greater use of her personal qualities. Taken together, it appeared that after the supervision the teacher was much more ‘in flow’, and that she was more effective as a teacher. In this article, both the teacher's growth and the supervisor's interventions are described in detail, and illustrated using quotations from supervisory sessions, logbooks, and interviews. A case is made for connecting professional and personal aspects in supervising student teachers.

Illuminative evaluation: evaluating clinical supervision on its performance rather than the applause.

AIM(S) OF THE PAPER: This paper gives a description of illuminative evaluation and argues for its use in process-focused research investigating the reciprocal interpersonal interactions between clinical supervisors and their supervisees. Experiences from conducting an initial pilot study, which is a part of larger qualitative project concerned with individual clinical supervision in mental health nursing, are highlighted. Research investigating fundamental process issues in clinical supervision and their influence on outcomes for nursing is uncommon. Previous work in this area has stopped short of exploring the supervisory relationship and illuminating the importance of this interpersonal process in the delivery of gains. At the heart of the present project are questions about which supervisor interventions facilitate and constrain the supervisee's use of individual clinical supervision. Data were collected using individual in-depth interviews, critical incident journals, session documents and audio recordings of supervision using illuminative evaluation and a case study approach. Supervisor interventions included taking the lead, suggesting an option, exploring the supervisee's work, reflecting back, conveying an understanding of client issues, being supportive and giving information. Using Heron's framework, catalytic, prescriptive, informative and supportive interventions were identified. Interestingly, informative interventions related mainly to the sharing of team policy issues and were derived from the clinical supervisor's agenda. Although undoubtedly relevant to the supervisee's practice, such organizationally focused information giving may be at odds with progressing the therapeutic integrity and professional development of the supervisee. Degenerative interventions were also illuminated. Following the pilot study, it was concluded that the research approach known as illuminative evaluation using multiple case studies is an appropriate design to explore the supervisory process and the particular clinical supervisor and supervisee interactions which influence this. Potential outcomes from the supervisory experience will be contextualized with how mental health nurses engage in the supervisory process and the particular supervisor interventions delivered during supervision sessions.

Supervision

Although supervision is a central component of internship education for social work and other helping profession students, few reports about the supervision process exist in the literature. In the present study, weekly process data were gathered on first and second year students' (N = 77) perceptions of critical incidents in the supervision process, the most important interventions made by supervisors, feelings about the supervisor, satisfaction with supervision, and the effectiveness and impact of supervisor interventions. When the semester was completed, outcome data were gathered retrospectively from the same students on the same variables. Among the major findings were that students wanted direction and on-going support from their supervisors, but that they also wanted to think independently and to be self-reliant. Process measures provided limited support to the developmental model of supervision.

Group Supervision and the Psychoanalytic Process

ABSTRACTThis article attempts to elucidate the psychodynamics of group supervision of group psychotherapists. The significance of the supervisory setting is explored with a particular emphasis on the frame. The regressive interactions in group supervision are regarded as enactments, which are conceptualized as nonverbal communications that are covertly transmitted. Enactments offer a link between the present group (supervisory group) and the absent group (the therapy group that is being supervised). The relationships between the experiential and didactic components of group supervision are also addressed. Clinical vignettes illustrate the interplay between the present and the absent group focusing on the supervisor's interventions.

Dimensions that characterize supervisor interventions delivered in the context of live supervision of practicum counselors.

Dimensions that characterize supervisor interventions delivered in the context of live supervision of practicum counselors.

Dimensions that characterize supervisor interventions delivered in the context of live supervision of practicum counselors.

This study empirically examined underlying dimensions from actual supervisory statements taken from interventions occurring during live supervision of counseling interviews. Multidimensional scaling revealed 6 dimensions: (a) directing-instructing vs. deepening, (b) cognitive clarification vs. emotional encouragement, (c) confronting vs. encouraging the client, (d) didactic-distant vs. emotionally involved, (e) joining with vs. challenging the trainee, (f) providing direction vs. resignation.

Toward health: A staff learns to use mentally ill clients, families, and communities as advisors

This paper demonstrates how clinical supervision might incorporate family systems expertise, in combination with certain social work and agency traditions, to create slight shifts in staff behavior. In a mental health clinic/day treatment setting, the supervisor's interventions are made to help staff and clients move beyond interactional impasses.

At the Border of Supervision: Critical Moments in Psychotherapists’ Development

Supervision in psychotherapy is a complex series of tasks for both supervisor and supervise/therapist. At times, the anxiety experienced by the supervises within a highly charged supervision can signal critical opportunities for their professional development. At these junctures, the supervisor's understanding and interventions are not always sharply distinguished from the skills of the psychotherapist. Three cases of supervisory intervention into learning impasse are presented to illustrate the resemblance between the practice of psychotherapy and supervision. While supervision is not psychotherapy, a subset of listening and intervention skills are common to both.

An Adaptation of Models of Prosocial Behavior to Supervisor Interventions with Troubled Employees

With the growth of employee assistance programs (EAPs)a significant demand has been created for individuals trained in the behavioral sciences. This demand has also created opportunities for applied research into EAP systems. Current EAPs have penetrated only a small percentage of the workforce suffering with behavior/medical problems. Adaptation of traditional psycho‐social models of prosocial behavior to supervisory intervention practices holds the promise of more efficacious EAP programming. Bystander intervention and equity theories are introduced as prosocial models capable of guiding research and consultative practice within industrial settings. Situational, personal, attributional, cost and response variables associated with EAP utilization are described. Both instrumental and psychological processes inherent within supervisor‐worker relationships are elaborated. Social psychologists are encouraged to consider these theoretical systems when contemplating service delivery to the growing EAP movement.