Training Program For Supervisors Research Articles

Reflective supervision: A qualitative program evaluation of a training program for infant and early childhood mental health supervisors

ABSTRACT Reflective supervision has been promoted as essential to the practice of infant and early childhood mental health. The authors employed a qualitative program evaluation of a four-month reflective supervision training, using focus groups with 34 supervisors from 26 publicly funded infant and early childhood mental health programs. Participants reported the training to be effective and impactful, particularly experiential components. Barriers to implementation included lack of buy-in from administrators, isolation when others in the agency were not familiar with the model, and job demands. Recommendations include adding a collective participation approach to training within agencies to support dissemination and sustainability.

Lessons Learned Developing an Extension-Based Training Program for Farm Labor Supervisors

This article outlines a four-step model for developing a training program for farm labor supervisors. The model draws on key lessons learned during the development of the University of Florida Institute of Food and Agricultural Sciences Farm Labor Supervisor Training program. The program is designed to educate farm supervisors on farm labor laws and to support compliance with workplace regulations critical for the safety of farmworkers and the economic sustainability of agricultural industries. Attentive to building partnerships, assessing needs, tailoring the curriculum, and conducting evaluations, the model can be applied elsewhere to address the farm labor issues confronted by specialty crop growers in other states.

A supervision training program for school counseling site supervisors

ABSTRACTMost school counseling site supervisors have not received training in clinical supervision despite regularly serving as supervisors for school counseling students. In this article, we describe how one university has created a clinical faculty supervision training program for school counselors to address this need. The program infrastructure, training activities, session content, and evaluation methods are described. We present informal program evaluation data (N = 19) assessing participants’ perspectives of the program and discuss implications for supervision training.

Is Supervisor Training Effective? A Pilot Investigation of Clinical Supervisor Training Program

ObjectiveAlthough competency‐based training of supervisors is now compulsory in many countries, there has been limited evidenced‐based literature to guide the profession as to the most effective ways of training supervisors. The aim of the current pilot study was to examine the effects of a supervisor training program on supervisor, supervisee, and evaluator perceptions of supervisory competence.MethodTen female and two male supervisors employed by a state‐wide counselling service participated in the study. Data, including taped supervision sessions relating to supervisor, supervisee, and evaluator perceptions of supervisory competence, skill, and process were collected at three time points; two prior to a supervisor training program and one following the program.ResultsThe evaluator observed significant improvements in supervisory competence from pre‐ to post‐training. Although supervisors reported no significant change in competence as a result of training, they did report areas of positive changes in supervisory practice. Across time supervisors also reported a significant decrease in their perception of the supervisor–supervisee alliance on one measure, but this was not noted by the evaluator or supervisee, or on other measures of supervisory alliance.ConclusionsEvaluator ratings of supervisor competency and qualitative supervisor feedback provide preliminary support for the effectiveness of supervisor training. However, the pilot study was underpowered and some of the measures require further psychometric testing, which will need to be addressed in future research.

Learning the Tricks of the Trade: The Need for Specialty-Specific Supervisor Training Programs in Competency-Based Medical Education.

Learning the Tricks of the Trade: The Need for Specialty-Specific Supervisor Training Programs in Competency-Based Medical Education.

Does leader-member exchange enhance performance in the hospitality industry?

PurposeThis paper aims to integrate leader–member exchange (LMX), creativity and performance research and to develop a model to investigate the relationships among LMX, task motivation, creativity and performance in the hospitality industry.Design/methodology/approachStructural equation modeling (SEM) with bootstrap estimation was conducted with a sample of 312 leader–employee dyadic data from international tourist hotels in Taiwan.FindingsThe results revealed that LMX positively affected performance and creativity. Most important of all, task motivation was found to mediate the relationship between LMX and creativity, while both task motivation and creativity were found to mediate the relationship between LMX and performance.Research limitations/implicationsWith efforts to combine research variables into a unified theoretical model, this study is the first in the field of hospitality research which explores the two-path mediating effects of these relationships in an integrated SEM framework. More specifically, this study provides a synthesized perspective with bootstrap analyses to broaden hotel research with regard to LMX and examine its influences on employees’ creativity and performance.Practical implicationsThe results of this study suggest that human resource departments in hotel companies should provide training programs for supervisors and employees to enhance their reciprocal relationships, and establish reward mechanisms to encourage the development of more creative services at work.Originality/valueThis study added to the literature with its use of a non-Western sample, and extended the prior research in the context of the hospitality industry. Overall, the conclusions provide empirical evidence in an integrated model that task motivation can strengthen the influence of LMX on creativity and can also nourish the influence of creativity on employee performance.

Cognitions of Expert Supervisors in Academe: A Concept Mapping Approach

Eighteen expert supervisors reported their thoughts while preparing for, conducting, and evaluating their supervision sessions. Concept mapping (Kane & Trochim, ) yielded 195 cognitions classified into 25 cognitive categories organized into 5 supervision areas: conceptualization of supervision, supervisee assessment, supervisory relationship, supervisor self‐assessment, and administration of supervision. Implications for future research and supervisor training programs are discussed.

The experience of disagreement between students and supervisors in PhD education: a qualitative study

BackgroundPhD supervision is mostly individual and disagreement between supervisors and PhD students is a seldom-discussed topic at universities. The present study aimed to describe the experience of disagreement between PhD students and supervisors.MethodsNine supervisors and seven PhD students from Sweden and England were interviewed using a video recorder. The recorded material was analysed using inductive content analysis.ResultsDisagreements in PhD education can be described with the overarching theme: the nature of the disagreements changes over time. Five categories emerged to describe the variations of the experiences: involvement in important decisions, supervisors not being up-to-date, dubious advice from supervisors, mediating between supervisors, and interpersonal relationships.ConclusionsThere is a gradual shift in competence where PhD students may excel supervisors in subject knowledge. Early disagreements may indicate immaturity of the student while disagreements later may indicate that the student is maturing making their own decisions. Consequently, disagreements may need to be addressed differently depending on when they occur. Addressing them inappropriately might slow the progressions and result in higher attrition rate among PhD students. The five categories may be elements in future PhD supervisor training programs and should be further evaluated for their importance and impact on PhD education.

Effectiveness of a training program in supervisors’ ability to provide feedback on residents’ communication skills

Teaching communication skills (CS) to residents during clinical practice remains problematic. Direct observation followed by feedback is a powerful way to teach CS in clinical practice. However, little is known about the effect of training on feedback skills in this field. Controlled studies are scarce as well as studies that go beyond self-reported data. The aim of the study was to develop and assess the effectiveness of a training program for clinical supervisors on how to give feedback on residents' CS in clinical practice. The authors designed a pretest-posttest controlled study in which clinical supervisors working in two different medical services were invited to attend a sequenced and multifaceted program in teaching CS over a period of 6-9 months. Outcome measures were self-perceived and observed feedback skills collected during questionnaires and three videotaped objective structured teaching encounters. The videotaped feedbacks made by the supervisors were analysed using a 20-item feedback rating instrument. Forty-eight clinical supervisors participated (28 in the intervention, 20 in the control group). After training, a higher percentage of trained participants self-reported and demonstrated statistically significant improvement in making residents more active by exploring residents' needs, stimulating self-assessment, and using role playing to test strategies and checking understanding, with effect sizes ranging from 0.93 to 4.94. A training program on how to give feedback on residents' communication skills was successful in improving clinical supervisors' feedback skills and in helping them operate a shift from a teacher-centered to a more learner-centered approach.

Educating Psychotherapy Supervisors

What do we know clinically and empirically about the education of psychotherapy supervisors? In this paper, I attempt to address that question by: (1) reviewing briefly current thinking about psychotherapy supervisor training; and (2) examining the available research where supervisor training and supervision have been studied. The importance of such matters as training format and methods, supervision topics for study, supervisor development, and supervisor competencies are considered, and some prototypical, competency-based supervisor training programs that hold educational promise are identified and described. Twenty supervisor training studies are critiqued, and their implications for practice and research are examined. Based on this review of training programs and research, the following conclusions are drawn: (1) the clinical validity of supervisor education appears to be strong, solid, and sound, (2) although research suggests that supervisor training can have value in stimulating the development of supervisor trainees and better preparing them for the supervisory role, any such base of empirical support or validity should be regarded as tentative at best; and (3) the most formidable challenge for psychotherapy supervisor education may well be correcting the imbalance that currently exists between clinical and empirical validity and "raising the bar" on the rigor, relevance, and replicability of future supervisor training research.

Introduction of misoprostol for prevention of postpartum hemorrhage at the community level in Senegal

Objective To demonstrate that training ensures correct administration of oral misoprostol by auxiliary midwives for prevention of postpartum hemorrhage (PPH) among women giving birth at the community level in Senegal. Methods A 6-day training program for auxiliary midwives and supervisors, including 1 day of PPH prevention training and a practicum of 10 deliveries at health centers and 3 deliveries at maternity huts, was conducted in 2 Senegalese districts in June–July 2009. Data were collected between July and December 2009 on the administration of oral misoprostol by trained auxiliary midwives among 245 women giving birth at health centers, health posts, and maternity huts. Results All participating women received the correct administration of oral misoprostol; however, few women delivering in the community-based maternity huts received the supervision that is locally required to administer misoprostol. Women were willing to pay for some or all of the costs of misoprostol for PPH prevention. Conclusion Timely management of PPH is essential to reduce maternal mortality. With limited training, auxiliary midwives achieved the correct administration of oral misoprostol that can attain this goal. Community delivery supervised by a skilled attendant limits access to, and need not be a requirement for, PPH prevention.

Inspección técnica, sistema educativo e innovación

This article corresponds to the report presented by the author in the III European Symposium of Educational Supervision, held in Benalmádena (Málaga), from March 30 to April 4, 1992. It deals with the necessity to establish some principles of definition of the Supervision, and a design of the training program for supervisors. This objective is basée upon a systemic understanding of Education, which results in an investigation about the functions, roles and skills required for the supervisors, in order to improve their consideration as professionals. Later on, the article analyzes the norms of the Educational Supervision in Spain, which permits to know the administrative requirements in this field. Finally, the union made up by the théorie model of Supervision and the description of the supervisor -required by the current Spanish educational policy-, is connected with the educational change encouraged in Spain. All this leads to the conclusion that the Supervision must have a set of competences in order to intervene efficiently and professionally in the so called educational reform.

Changes in Self-Image in a Psychotherapy Supervisor Training Program

In this study, the Structural Analysis of Social Behavior (SASB) was used to assess the self-image of psychotherapists enrolled in a psychotherapy supervisor training program in the initial and final phases of their training, as well as four months after the completion of their training. Their self-image was compared to that of experienced supervisors. The results show that the self-image of the supervisor trainees changed over the course of the training. By the end of the training, their self-image was as autonomous as that of experienced supervisors. Positive self-acceptance also developed. The relation between the outcome of psychotherapy, the style of trainees' supervisor, and changes in the self-image of the trainees is also discussed.

Training Supervisors of Practitioners: Analysis of Efficacy

ABSTRACT This article describes and discusses the efficacy of a training program for supervisors of practitioners offered on a yearly basis by the College of St. Catherine/University of St. Thomas School of Social Work Supervision Institute since 1994. Analysis of pre- and post-training data reveals that participants in the program are able to articulate how they benefited from the knowledge and skills they gained. Participants valued having time for consultation with their peers and with the group leaders. A follow-up study documented their continued use of what they learned and their desire for more training and/or support. The authors recommend a three-part program to provide community-focused training for supervisors of practitioners, including basic knowledge and skills in the practice of supervision, providing training on setting specific topics, and adding opportunities for supervisors to develop networks for peer consultation. Ongoing evaluations of training programs for supervisors of practitioners are needed to demonstrate the efficacy of such efforts with supervisees and ultimate outcomes for clients.

Establishing Positive Youth Development Approaches in Group Home Settings: Training Implementation and Evaluation

This article reports on a training program for group home supervisors that was designed to utilize positive youth development principles in work with youth transitioning from care to independent living. Over a period of 5 months, eight one-day training sessions took place across one state in the U.S. (Massachusetts) with a total of 186 group care staff in attendance. The evaluation consisted of three components: observation of participant feedback during training, training day post-test, and follow-up with participants 2–3 months after training. Implications of the data, particularly barriers to implementation of training programs, are discussed.

From psychotherapist to supervisor

This study accounts for supervisees’ and supervisors’ experiences of a group format for supervision, as well as the impact of the supervisor’s style in a two-year supervisor-training program consisting of weekly theoretical seminars and group supervision. The training program was based on psychodynamic theory and the prospective psychotherapists all had a patient in psychotherapy. Both supervisees and supervisors reported that the group format was experienced as particularly suitable for this training level. The “super-supervisor’s” style was considered important, as he or she served as a role model for the supervisors in training. The shift of role from psychotherapist to supervisor was specifically emphasized.

Trainee Psychiatrists’ views about their Supervisors and Supervision

Supervision is fundamental to the trainee experience in psychiatry, but few researchers have considered this in a systematic way. In this paper, we explore trainees' perceptions of the supervisor-trainee relationship and the supervision process. This is the first of two papers, with the second focussing on supervisors' perceptions of supervision and trainees. Fifteen trainees were interviewed and the resultant data subjected to qualitative analysis. Trainees described the characteristics of a 'good' supervisor, as well as what they considered to be evident in a 'poor' supervisor. The results of this study would be useful in designing training programs for both experienced and novice supervisors. Future research is needed to evaluate the efficacy of such training programs, as currently very little investigation into postgraduate clinical supervision has been undertaken.

Veilederkompetanse: Oppgaver og utfordringer i veilederrollen

Reichelt, S. & Skjerve, J. (2004): Supervisor competence: Tasks and challenges in the supervisor role. Nordisk Psykologi, 56 (2), 75–91. The clinical supervisor is expected to master a very complex role. Participating in the development of training programs, we have missed a specification of the tasks comprised in this role. In this article they are described and analysed, based upon social role models of supervision, empirical studies of the supervisory process and clinical experience. In training programs for supervisors, competent handling of this list of tasks is the goal for the developing supervisor. The supervisor must continually make decisions concerning focus and interventions as part of the process. A main point in the article is that it does not suffice to be skilled in techniques or methods of supervision to contribute to a stimulating and supporting process for the supervisee. The supervisor must be reflective of and engaged in the role to make good decisions.

Blind date: a case study of mentoring as workplace learning

This paper reports on a research project undertaken by the author within a major Australian company which utilised mentoring as part of a leadership training program for potential supervisors. Six pairs of mentors and mentees were asked individually about their perceptions of the mentoring process and of the value of their involvement, personally and professionally. Those responsible for the supervision and conduct of the program were also interviewed. Overall it was clear that the mentees believed they were learning from the mentoring process, in terms of improving their general understanding of the company’s operations and in dealing with practical management issues. The extent of that learning appeared to be influenced by the degree to which the relationship had developed on the basis of openness and trust. The mentors indicated they were also learning from the mentoring process – outcomes which they tended to see in work‐related terms, but with some personal benefits as well. Concludes with a discussion of the place of mentoring in a learning organisation, and suggests some key factors in developing effective mentor‐mentee relationships in a business environment.

Multimodal cognitive-behavioural treatment for workers with chronic spinal pain: a matched cohort study with an 18-month follow-up

An outpatient multimodal cognitive-behavioural treatment program (MMCBT) for chronic spinal pain was evaluated during an 18-month follow-up period. The treatment included a 1-day course for the patients' work supervisors. The aim of the study was to evaluate the long-term effect of the treatment program as well as the effect of a work supervisor-training program on the patients' return to work. The design was a matched cohort study with four repeated measures. Two groups of subjects suffering from non-specific spinal pain (treatment group n=67, no treatment control group n=29) were assessed with regard to pain intensity, sick-leave, pain coping ability and behavioural changes at work and in personal life. Recordings on supervisors attending the course and changes of supervisory behaviour were also obtained. The results show a significant between group difference in pain intensity and perceived pain coping ability at work, favouring the MMCBT group. Further, the MMCBT intervention enhances self-reported behavioural changes in areas within the subjects' own control. There is not sufficient statistical support to accept the assumption of MMCBT being superior in reducing sick-leave, either with or without the education of supervisors. Even when supervisors changed their behaviour as reported by the patient, no significant effect was found on patients' return to work. In conclusion, the MMCBT do not seem to be effective in reducing sick-leave compared to no treatment, but the MMCBT program is superior in decreasing pain intensity, enhancing self-reported behavioural changes in personal life and improving pain coping ability at work.