Supervisor Ratings Research Articles

How do vocational students evaluate vocational education internships – an evaluation scale development in China

PurposeThis research aims to construct an Evaluation Scale for Vocational Education Internships (ESVEI) tailored to assess the vocational educational internship experiences from the perspectives of vocational students. It also seeks to investigate the influence of certain factors – such as gender, family background, educational attainment, chosen major and the duration of the internship – on the assessment of these internships.Design/methodology/approachIn the development of ESVEI, a combination of methods was employed, including literature analysis, item refinement, exploratory factor analysis, confirmatory factor analysis, multiple group analysis and reliability analysis. A total of 1,114 vocational students who had finished their internships completed questionnaires formulated based on ESVEI.FindingsA two-dimensional evaluation tool called the ESVEI, consisting of the “Internship Content Evaluation” (ICE) and “Internship Supervisor Evaluation” (ISE) with seven items, has been created. Based on this, the corresponding questionnaires’ results indicate that female respondents, those from urban areas and those in the medical and nursing fields generally rated their internships more favorably compared to their male, rural and engineering and manufacturing counterparts. Additionally, when the internships last less than six months, the longer the internship, the more favorable evaluations.Research limitations/implicationsBecause of the limited number of respondents, the research results may lack generalizability. Therefore, researchers are encouraged to test the proposed evaluation scale further.Practical implicationsThe scale developed in this study serves as a tangible instrument for assessing the vocational education internship experiences of vocational students. Furthermore, this analysis can provide valuable insights for identifying areas that require further growth and improvement based on the dimensions of internship content and the trainers involved.Originality/valueThis is one of the first studies to develop an evaluation scale for vocational education internships in China, which not only clarifies the evaluation dimensions of internships but also forms a tool for future research.

Vaginal delivery of the second twin: simulation to improve trainee knowledge and comfort.

Vaginal delivery in twins is feasible but challenging. Successful vaginal delivery of a non-vertex second twin depends on knowledge of specific obstetrical maneuvers. Skill acquisition at the patient's bedside is difficult, making simulation training an integral part of obstetrics and gynecology residency programs. This prospective, randomized, controlled, single-center study involved obstetrics and gynecology residents. Group A attended a frontal lecture followed by practical simulation; Group B received digital home learning. One month later, both groups underwent a simulation test to identify fetal small parts using a birth simulator with a fetus model placed in a simulated amniotic cavity. Training was conducted with an actor facilitator and supervised by six specialists, focusing on obtaining information, using external and internal hands. A 25-question Likert scale questionnaire was administered via Google Forms. Metrics evaluated included time to reach foot/feet, number of attempts, and answers on Kirkpatrick levels 1-4. Twenty-four participants were recruited and randomized into two groups, with five lost to follow-up at the time of the simulation test. Group A required less time for internal podalic version and breech extraction of the second twin (P=0.02) and fewer attempts to reach the foot/feet of the second twin (P=0.01). Supervisor evaluations of "asking information" and "internal hand use" were better in Group A. Simulation training for the vaginal delivery of a non-vertex second twin is feasible and has a favorable impact on resident performance.

Challenge Acceptance as a Key Psychological Characteristic of Ukrainian Sergeants During the War: A Research Note

This exploratory pilot study aimed to identify psychological characteristics associated with combat readiness among Ukrainian sergeants engaged in the Russian–Ukrainian war. Eighty-three male sergeants (aged 26–60) from various combat units were assessed using psychological questionnaires and supervisor ratings of combat readiness. The findings revealed that challenge acceptance, a key component of hardiness, had the strongest positive correlation with combat readiness, while avoidance coping emerged as the most significant negative predictor. Additional negative coping strategies, such as indirect, antisocial, and aggressive actions, were also found to be negatively associated with readiness. These results provide initial insights into the psychological traits that may contribute to effective performance in combat and offer potential directions for refining selection and training processes for military personnel. Further research with larger samples is needed to confirm these findings and expand upon them.

Comparative Analysis of Student Performance in Offline vs. Online Internships: Impacts on Skill Development, Professional Growth, and Academic Outcomes

Abstract- Initial findings indicate that while offline internships offer more opportunities for hands-on experience and direct mentorship, online internships provide greater flexibility and accessibility, allowing students to balance academic and professional commitments more effectively. Quantitative analysis reveals no significant difference in overall task completion rates between the two groups. However, qualitative feedback suggests variations in skill acqui- sition and professional networking opportunities, with offline interns reporting higher satisfaction in these areas. This research investigates the comparative impact of offline and online internships on student perfor- mance, with a focus on skill development, profes- sional growth, and academic outcomes. The study employs a mixedmethods approach, combining quantitative data from student performance metrics and qualitative insights from surveys and interviews. A cohort of 600 postgraduate students, from two batches of a postgraduate professional program, who participated in offline and online internships, was analysed over a period of six months. Key performance indicators, including task completion rates, supervisor evaluations, and selfreported skill acquisition, were assessed. The study concludes that both offline and online internships have unique advantages and limitations. Offline internships tend to foster practical skills and direct professional relationships, while online internships excel in providing accessibility and flexibility. Recommendations are provided for educational institutions and employers to enhance the structure and support of both internship modalitiesto maximize student outcomes. Future research should explore long-term career impacts and sectorspecific performance differences to further elucidate the efficacy of each internship format. Keywords—Internships,Online, Offline, Professional Courses, Skills development

Do immediate supervisors underestimate burnout in subordinates? A comparison between burnout self-assessment by nurses and assessment by immediate supervisors.

The burnout syndrome has been in the focus of occupational health experts for several decades, and a new diagnostic tool - Burnout Assessment Tool (BAT-23) - has given a strong impetus to its research. The tool is designed to self-assess four core dimensions of the burnout syndrome: chronic exhaustion, cognitive and emotional impairment at work, and mental distancing from work. However, little is known about how burnout is assessed from the perspective of a colleague. The aim of our study was to compare the answers to the BAT-23 questionnaire provided by nurses and their immediate supervisors to see if these coincide or differ. Data were collected on a sample of 48 pairs (N=96) of nurses from a clinical hospital in Croatia. Each pair consisted of the head nurse of a particular ward and a randomly selected subordinate nurse in the same ward. BAT-23 was applied in supervisor- and self-assessment versions. Both assessments showed high reliability coefficients (0.73-0.90 for supervisor rating and 0.72-0.86 for self-rating). Cohen's kappa index of agreement between the two was low (0.059; 62.5 %). As expected, self-assessments indicated high incidence of burnout in nurses, whereas the assessment of their immediate supervisors showed a tendency to underestimate their burnout experience.

A head‐to‐head comparison of situational judgment tests and assessment centers for measuring and predicting the same performance dimensions

AbstractTo date, a limited set of studies have compared the criterion‐related validity of low‐fidelity (SJT) versus high‐fidelity (AC) simulations for predicting job performance. Unfortunately, these studies validated these simulations through the overall assessment rating (OAR) instead of on the basis of specific dimensions. Given SJTs and ACs were compared that measured different dimensions, our understanding of the relative and comparative validity of these assessment approaches in measuring the same set of dimensions is still limited. Therefore, this study aims to conduct a head‐to‐head comparison of the criterion‐related validity of the AC and the SJT (and their incremental validity) while keeping the performance dimensions under investigation constant. Data were collected from 406 applicants for supervisory and management positions in a large Iranian steel industry company. In this process, a general mental ability test, a personality inventory, an SJT, and an AC were used as predictors, and supervisory ratings of job performance dimensions (Thinking, Feeling, and Power) served as criteria. The AC had relatively high validity for all three dimensions, whereas the SJT had a similar validity only for the Thinking dimension. So, the SJT was significantly weaker in assessing the Feeling and Power dimensions. These results were confirmed by incremental validity analyses. Overall, this study shows that understanding the relationships between predictor and criterion dimensions plays a critical role in developing valid selection systems.

Exploring factors leading to job disengagement among arts therapists employed in Israel's education system

AbstractArts therapy is provided in most educational settings in Israel, but post‐Covid, many arts therapists working in schools resigned or took leave, and other therapists have displayed little interest in taking their place. This study explored the experiences of therapists who left the system, with the purpose of making their voices heard and promoting policy development pertaining to the employment of arts therapists in the education system. We conducted semi‐structured in‐depth interviews with 15 arts therapists who left their jobs in the school system, asking them about their initial expectations upon entering the educational system, their experiences and reactions to their work environment, and the issues prompting them to seek job opportunities elsewhere. The findings suggest that along with the need for arts therapists to be proactive and search for solutions, the Ministry of Education and Regional Support Centers need to promote flexibility in the systemic hierarchy, improve communication, and provide more supervisory evaluation and support of the system, especially during times of change and crisis. From a policy perspective, we advocate for a unique definition of arts therapists' working conditions and the provision of opportunities for career growth.

Results of Teacher Supervision at SMP Xaverius 7 Palembang

The process of learning activities supervised by a supervisor or educational expert is known as educational supervision. Providing feedback to teachers, providing suggestions for improvement, and ensuring that the learning process is in accordance with predetermined standards are the main objectives of educational supervision. In addition, data collection, classroom observation, discussion, and the creation of innovative teaching strategies and corrective measures are also included in educational supervision. As a result, improving the quality of teaching and learning in educational institutions depends heavily on educational supervision. Curriculum development and classroom learning models are two areas where educational supervision has a great influence on educational progress. Qualitative research is the type of this study. This qualitative research explains how principals’ academic supervision affects teachers’ professional development and classroom teaching standards. At SMP Xaverius 7 Palembang, 109 people participated in the study: the principal, the curriculum teacher, five members of the supervision team, five teachers of Bahasa Indonesia, PAK, mathematics, and civics, and grade VIII students. Collaborate with schools to plan supervision implementation, monitor implementation, observe academic supervisor evaluations, investigate academic supervision activities, and analyze test results obtained during academic inspections.

Supervisory performance in telework: the role of job demands, resources, and satisfaction with telework

IntroductionDigitalization and the pandemic have transformed work, increasing flexibility, and remote arrangements. A critical factor in these transformations' success is supervisors' competencies. Consequently, new tools for assessing supervisory performance are required, particularly considering subordinates' evaluations. This study investigates the role of three telework resources (structural support, telework readiness, and monitorization) and three demands (workload, isolation, and information overload) in predicting employees' evaluation of supervisors, with satisfaction with telework as a moderator.MethodsA survey among 322 Spanish teleworkers was conducted in July 2023. Specific scales for measuring Telework Supervisory Performance, as well as Telework Resources and Demands, were developed. Confirmatory Factor Analysis (CFA), correlations, and Structural Equation Modeling (SEM) were conducted.ResultsOrganizational structural support positively correlates with subordinates' evaluation of their supervisor, while monitorization shows a negative relationship. Telework demands studied demonstrated no significant relationship with the outcome. Interaction effects between resources and satisfaction with telework increased the relationship with supervisor evaluations.DiscussionThis research shows that organizational support significantly enhances supervisor evaluations in remote work settings, particularly among satisfied teleworkers. The findings also reveal that high monitoring levels can negatively impact supervisor assessments. Conversely, job demands were not significantly linked to supervisor evaluations. Implications for workers and organizations are discussed.

Impact of socio-vocational rehabilitation on work productivity and social behavior of inpatients with chronic schizophrenia.

A large proportion of persons with schizophrenia are either abandoned by their family members in mental hospitals or do not have any family members to look after them. Therefore, almost 2/3rd of hospital beds are occupied by chronic schizophrenic patients. Very few beds are available for the treatment of acute mental patients who need urgent hospitalization. To assess the impact of a comprehensive socio-vocation rehabilitation package on the work productivity and social behavior of persons with chronic schizophrenia. Sixty chronic schizophrenic inpatients were included in the present study. Sociodemographic and clinical details were collected on a specially designed Performa for the study. Each patient was rated on a job-up-to-date form at baseline, 3 months, and 6 months after intervention. Data related to the vocational outcome were collected on the supervisor's evaluation form at the end of the first month and then after every month till the end of 6 months after intervention. The patient's social behavior was measured on the Social Behavior Schedule at baseline, 3 months, and 6 months after intervention. Significant improvement was found in the area of vocational outcomes when a comparison was made from the 1st month to the 6th month. Marked improvement was also noticed in their social behaviors after social and vocational rehabilitation. The overall results suggest that chronic schizophrenic inpatients can be properly rehabilitated if opportunity is provided to them.

Gender Differences in Autonomy Granted to Residents and Fellows During Procedural Training: A Systematic Review and Meta-Analysis.

Supervisors may be prone to implicit (unintentional) bias when granting procedural autonomy to trainees due to the subjectivity of autonomy decisions. The authors aimed to conduct a systematic review and meta-analysis to assess the differences in perceptions of procedural autonomy granted to physician trainees based on gender and/or race. MEDLINE, Embase, CENTRAL, Scopus, and Web of Science were searched (search date: January 5, 2022) for studies reporting quantitative gender- or race-based differences in perceptions of procedural autonomy of physician trainees. Reviewers worked in duplicate for article selection and data abstraction. Primary measures of interest were self-reported and observer-rated procedural autonomy. Meta-analysis pooled differences in perceptions of procedural autonomy based on trainee gender. The search returned 2,714 articles, of which 16 were eligible for inclusion. These reported data for 6,109 trainees (median, 90 per study) and 2,763 supervisors (median, 54 per study). No studies investigated differences in perceptions of autonomy based on race. In meta-analysis of disparities between genders in autonomy ratings (positive number favoring female trainees), pooled standardized mean differences were -0.12 (95% confidence interval [CI], -0.19 to -0.04; P = .003; n = 10 studies) for trainee self-rated autonomy and -0.05 (95% CI, -0.11 to 0.01; P = .07; n = 9 studies) for supervisor ratings of autonomy. Limited evidence suggests that female trainees perceived that they received less procedural autonomy than did males. Further research exploring the degree of gender- and race-based differences in procedural autonomy, and factors that influence these differences is warranted.

The Returns to Experience for School Principals

Despite increasing recognition of the importance of high-quality school leadership, we know remarkably little about principal skill development. Using administrative data from Tennessee, Oregon, and New York City, we estimate the returns to principal experience as measured by student outcomes, teacher hiring and retention patterns, and teacher and supervisor ratings of principals. The typical principal leads a school for only 3 to 5 years and leaves the principalship after 6 to 7 years. We find little evidence that school performance improves as principals gain experience, despite substantial improvement in supervisor ratings. Our results suggest that strategies intended to increase principal retention are unlikely to improve school outcomes absent more comprehensive efforts to strengthen the link between principal skill development and student and school outcomes.

U.S. Law Enforcement Officers’ Stress, Job Satisfaction, Job Performance, and Resilience: A National Sample

The current study examined reports of perceived stress, job satisfaction, and job performance ratings in a longitudinal study of 684 officers participating in the Officer Safety and Wellness (OSAW) Initiative. Structural equation models were estimated to examine direct effects and, in subsequent analyses, the moderating effects of officer resilience and agency wellness programming on both the stress-job satisfaction association and the job satisfaction-job performance association. Surveys were administered annually, with job performance assessed both in terms of a self-rating and a self-report of supervisory rating at each officer’s last performance review. Officers’ stress (wave 1) was negatively associated with job satisfaction (wave 2), which in turn was positively associated with supervisory ratings of job performance (wave 3). These associations remained significant among officers reporting low to moderate baseline resilience but the association between job satisfaction and performance dissipated among officers with high resilience. Stress was negatively related to job satisfaction for officers who had easy access to agency-based wellness programs, whether they had concerns about stigma or used the programs, or not. The association between stress and job performance varied according to program access, use, and concerns about stigma associated with use. Administrators and policymakers striving to retain a high-performance police workforce may consider these results in recruiting as well as academy and in-service wellness training and program decisions.

Observing Interviewees’ Inner Self: How Authenticity Cues in Job Interviews Relate to Interview and Job Performance

Job interviews are among the most popular selection methods. Previous research suggests that interviewees who are perceived as being authentic are evaluated more favorably in job interviews. However, little is known about which behavioral cues elicit perceptions of authenticity in others and whether interviewees who exhibit such authenticity cues are more likely to perform better in the job interview and on their actual job. Drawing from person perception theories, the purpose of this study is to introduce the concept of authenticity cues to interview research and to examine the extent to which authenticity cues are related to (a) raters’ perceptions of interviewee authenticity, (b) interviewer ratings of interview performance, and (c) supervisor ratings of job performance. We used video recordings from 181 employed individuals participating in a mock interview to observe and rate interviewees’ authenticity cues. Results indicate that observers can distinguish between verbal and para/nonverbal authenticity cues and that both verbal and para/nonverbal cues influence the extent to which interviewees are perceived as authentic by independent raters. Moreover, we found that interviewees’ para/nonverbal authenticity cues were particularly relevant to predicting interview performance, whereas only verbal authenticity cues were related to job performance. In our analyses, we further considered the role of first impressions in the interview, interviewees’ verbal cognitive ability, and interviewees’ extraversion. Implications for theories of person perception, authenticity research, and interview practice are discussed.

Fostering information security compliance as organizational citizenship behavior

Information security is heightened when employees develop a strong sense of information stewardship for information assets, a form of organizational citizenship behavior, suggesting that compliance should be perceived as a symbiotic relationship between organizations and employees. We conducted a field study by collecting multi-source, match-paired survey data from 487 employees paired with their supervisor's ratings. Results showed that affective commitment, job satisfaction, perceived organizational support, and social influence were positively related to compliance behavior. This research contributes to the information security literature by showing that employees with strong organizational bond are more likely to exhibit higher levels of security policy compliance.

Trainee anaesthetist self-assessment using an entrustment scale in workplace-based assessment.

The role of self-assessment in workplace-based assessment remains contested. However, anaesthesia trainees need to learn to judge the quality of their own work. Entrustment scales have facilitated a shared understanding of performance standards among supervisors by aligning assessment ratings with everyday clinical supervisory decisions. We hypothesised that if the entrustment scale similarly helped trainees in their self-assessment, there would be substantial agreement between supervisor and trainee ratings. We collected separate mini-clinical evaluation exercises forms from 113 anaesthesia trainee-supervisor pairs from three hospitals in Australia and New Zealand. We calculated the agreement between trainee and supervisor ratings using Pearson and intraclass correlation coefficients. We also tested for associations with demographic variables and examined narrative comments for factors influencing rating. We found ratings agreed in 32% of cases, with 66% of trainee ratings within one point of the supervisor rating on a nine-point scale. The correlation between trainee and supervisor ratings was 0.71, and the degree of agreement measured by the intraclass correlation coefficient was 0.67. With higher supervisor ratings, trainee ratings better correlated with supervisor ratings. We found no strong association with demographic variables. Possible explanations of divergent ratings included one party being unaware of a vital aspect of the performance and different interpretations of the prospective nature of the scale. The substantial concordance between trainee and supervisor ratings supports the contention that the entrustment scale helped produce a shared understanding of the desired performance standard. Discussion between trainees and supervisors on the reasoning underlying their respective judgements would provide further opportunities to enhance this shared understanding.

Perception of Gender Issues among Surgical Residents and their Supervisors

Objective: To discover attitudes and perceptions about gender related issues in surgical residents and supervisors in major teaching hospitals of twin cities. Methods: This study was conducted in Rawalpindi and Islamabad during July and August 2020. Responses of 22 surgical training supervisors from five institutions and 49 surgery residents from three training institutions were collected via separate questionnaires. These were based on 5-point Likert scale. Responses were tabulated and analyzed on SPSS version 23. Results: Among the 49 residents, 53.1% (n=26) were men and 46.9% (n=23) were women. Of these, only 19% (n=10) felt any gender discrimination at workplace. This perception was comparatively more in men (P=0.006). More males felt comfortable working at odd hours then women (P=0.005). Childcare service was not a requisite for 77% of residents. Those who required it were mostly women (P=0.050). 64% (n=14) of the supervisors were men. Only 36% (n=8) considered gender to be unimportant during selection of residents. There was a slight tilt towards preferring male residents during selection. More than half of all supervisors considered men to be more confident, better leaders and decision makers in the emergency setting. Conclusion: Gender is not felt as a discriminatory factor by residents during training. Female residents suffer during training due to family obligations, pregnancy and parenthood. These challenges may be facilitated by changing surgical culture; However, supervisors disagree. Supervisors rate men higher on confidence, decision making and availability and tend to incline towards male residents while selecting. During training, supervisors do not discriminate amongst residents in imparting training and assigning tasks. KEYWORDS: Surgery; Surgeons; Career choice; Education; Gender bias.

Análisis exploratorio de la asignatura Trabajo Fin de Grado en las universidades españolas

Introduction and objectiveThe Bachelor Thesis (BT) is a compulsory subject in the Physiotherapy Degree. The objective of this work was to elaborate an exploratory analysis of the BT in the Spanish Universities 12years after its implementation. Material and methodsCross-sectional descriptive study using a structured search on the websites public and private Spanish universities offering Physiotherapy Degrees. The variables studied were number of credits, timing, type of work, teaching guide, language, distribution of hours, supervisor profile, evaluation system and defense format. Results57 degrees in 53 universities were analysed. The number of credits most frequently assigned was 6. Observed distribution of hours was face-to-face hours (17.5±19.5); hours of supervised work (18.8±21.3); hours of autonomous work (144.4±46.9). The most frequently used methodological design was the bibliographic review (n=24). In the evaluation criteria, the supervisor's rating ranged between 0 and 90% of the final mark (41.7±23.7) compared to 10-100% corresponding to the thesis evaluation panel (58.1±24.4). Only 21 degrees report the profile of the tutor teachers. ConclusionsThe assignment of credits, methodologies and evaluation systems are very heterogeneous among Spanish universities in the BT of the Physiotherapy Degree. After 15years since its implantation into the degree, it is necessary to establish a consensus to rationalize the subject.

Does Social and Organizational Support Moderate Emotional Intelligence Training Effectiveness?

Given the dearth of systematic research and inconclusive results regarding the effectiveness of emotional intelligence (EI) training in adult training, this study was conducted to evaluate the effectiveness of EI training. This study aimed to assess the effectiveness of EI training on learning and transfer outcomes, considering underexplored moderation of social and organizational support with experimental and longitudinal research design. Training transfer was measured through changes in organizational citizenship behavior (OCB) and counterproductive work behavior (CWB). Participants self-assessed their OCB and CWB levels, while their supervisors also provided evaluations, allowing for separate analysis. Data, from a sample comprising 176 government officials, were collected across different periods and analyzed employing diverse analytical tools. The results revealed positive effects of EI training on training outcomes in both samples but positive moderation effect of social and organizational support on the effect of EI training on training outcomes was observed in the self-evaluation sample but not in the supervisor evaluation sample. The findings advance the debate on social exchange theory and organizational support theory by showing the boundary condition of their applicability. Furthermore, this study clarifies the impact of EI training on training outcomes by emphasizing the nuanced role of social and organizational support.

A Study on the Evaluation of Construction Supervisors’ Competencies in Applying Construction Planning and Management Approaches

Productivity growth is associated with competitiveness, profitability and sustainability in the construction sector, whereas studies underline that poor supervisory characteristics and training resources are the leading causes of construction productivity loss. This study employs a case study to evaluate the capabilities of construction supervisors to apply planning and management approaches for enhancing the effectiveness of construction operations. A new training programme for construction supervisors was designed using meticulous sequential methods, and 59 construction supervisors were trained and assessed under seven elements of competencies and the relevant learning domains. An assessment guide with varying degrees of descriptions and criteria was accomplished through literature reviews and professional interviews. The study has produced a new generalised guideline that shows the cross-section of what levels of skill/ability can be taken into account in supervisory attributes as a result. Using pertinent statistical evaluations and expert assessments, the reliability of the results, as well as the generalisation of the study’s applications and outcomes, were guaranteed. The study has opened a valve that allows new values of highly practicable supervision features to flow into the site management structures, filling the industry’s knowledge vacuum in the methodical execution of apprenticeships. Though the study’s conclusions/findings are particularly applicable to a developing country's construction environment analogous to the Sri Lankan context, they will have a significant impact on current/future industrial practices in a variety of other countries and rising industries.