Ideal Supervisors Analysis

As a clinician, I work full time in a school and prn in the skilled nursing facilities. Being able to learn about the many topics of supervision throughout both semesters has been rewarding. Even though I have never supervised a student before, I will take the skills that I have learned and apply it into my work environment in the future. ASHA (2008) states an effective supervision facilitates the development of clinical competence in supervisees at all levels of practice, from students to certified clinicians. Clinical supervision is a collaborative process with shared responsibility for many of the activities involved in the supervisory experience. When supervising, I would collaborate with my supervisee(s) to make sure that we are one accord

By the supervisee’s understanding their own strengths and areas needing growth and support, they can identify and initiate their own future learning development as therapists and supervisors.

The Department’s sergeants and other supervisors have the most influence and impact on these front-line personnel. Many of DSD’s direct supervisors are dedicated and hardworking individuals who strive to treat their employees well and support them in their daily activities. Yet our assessment revealed a number of concerns that need to be addressed by the new Sheriff and members of the command staff. Command deputies need to be more consistent in their expectations of subordinates. This will help employees better understand the Department’s priorities and what actions and behaviors they need to adopt and demonstrate in order to advance DSD goals. Direct supervisors and DSD leaders have a critical role in building morale

During my time at Caribbean House Health Care Network I have benefited from the supervision of my supervisor because she an effective supervisor. The textbook The Human Services Internship: Getting the most from your experience give examples of effective supervisors that fits the experience that I have with my supervisor. According to Myers Kiser, P (2012) “Effective supervisors are knowledgeable, supportive and skillful in giving feedback. They must be willing to address difficult issues as they arises, teach their supervises important information and skills, and model high standards of professionalism and expertise,” (page 110). When she gives me tasks to do she checks up on me to see if I am doing it correctly. One of the times I encountered benefiting from my supervisor’s supervision was when I first began to inform patients about wellness resources and services that are offered at Caribbean House Community Health Care Network clinic. Some of the wellness programs that are offered are yoga, meditation, sound meditation and fitness. Some of the services that are offered are

In the profession of occupational safety and health, the conversational interpretation style would be most common amongst front-line supervisors. Though some regulations provide clearly defined measurements, many regulations enforced by OSHA provide unspecified instructions for the front-line supervisors to comply with. For instance, 29 CFR 1910.212(a)(3)(ii) states, “The point of operation of machines whose operation exposes an employee to injury, shall be guarded. The guarding device shall be in conformity with any appropriate standards therefor, or, in the absence of applicable specific standards, shall be so designed and constructed as to prevent the operator from having any part of his body in the danger zone during the operating cycle.” In this case, what are the additional appropriate standards? How specific does a standard need to be for consideration? Where is the designated danger zone?

Please see Kati’s comments below. Her response is the type of analysis I expect from you as the Supervisor of the unit. When information is sent for review, take the time to look at it with a critical eye. Some of the last few documents I have sent to the team, they have all responded with suggestions or corrections. Your responses have been, “everything looks good or looks ok to me.”

The following paragraphs will analyze Case 21 in the book Supervision, managing for results (2013), written by John W. Newstrom. Case 21 relies on how to deal with experienced transferees. These employees were transferred from closing locations to my department. They have a great reputation and most have extensive experience on different departments within the company; however they have little or no experience on the tasks performed on the department they have been transferred to. The scenario provides that these employees are willing and cooperative to learn. Three questions are presented at the end of Case 21 which will be analyzed and answered throughout this paper in a written report format.

Based on the information I discovered from this final project, I would still like to be a supervisor. I know that becoming a supervisor might be a challenge based on the supervisor informational interviews that I received from Clarice Barrington and Earlene Johnson. However, I’m knowledgeable that a supervisor is a vital participant in the development of the workers that assist them and also the department; this is the key motivator influence for me. As I would expect, there is the financial motivation that comes with every advancement, which is important when planning for your future; however, that wouldn’t be my main purpose because that will not keep unity among the people that you are leading or help build your department. I would be in a supervisor position for the wrong reason. The money will not allow me to demonstrate my leadership abilities, but my heart and mind will.

When I first started this class I was very afraid of being put into the role of supervisor, but after taking the Self-Assessment of Supervision-Related knowledge and skills from the book I was able to learn that there are different types of counseling skills which I possess, that can be bring into the supervisor/counselor position such as: facilitative skills, challenging skills ability to facilitate supervisee self-exploration of strengths, limitations, and concerns about counseling skills, knowledge of counseling theories, techniques. (BOOK). This are some of the skills that I have been acquiring as a counselor student that I can bring into the counselor/supervisor role and I know as I keep growing on this field there will be many more personal

Perhaps the most consistent factor explaining successful transfer is the support trainees receive from others (Clarke, 2002). Supervisor support refers to the extent to which supervisors reinforce and support the use of learning on the job (Holton, Bates, Seyler, and Carvalho, 1997). Supervisor support can be expressed in several ways, including encouragement to attend training, goal-setting activities, types of reinforcement provided, involvement in the training program, coaching trainees following training, and giving trainees praise and recognition (Garavaglia, 1993; Rouiller & Goldstein, 1993; Smith-Jentsch, Salas, & Brannick, 2001). Various researchers have identified supervisory support as an important work environmental factor that affects

An entire industry, multiple government organizations and billions of dollars spent to govern, monitor, and enforce safety. With all this oversight, why does safety fail? Anyone who deals with safety on a day-to-day basis would love to have this question answered. Many people have lost hair, sleep, patience, and time pondering, “how did this happen?” Most times through the course of research and investigations, the answer is; safety fails when people routinely deviate from standard without repercussion, supervision is inadequate, or when people begin to rush.

If your organisation has a supervision policy, it means you are expected to undertake this aspect of staff development within a set of guidelines. The supervision process will have a structure which will be set out in your organisations supervision policy. The areas covered by the policy may include the following:

If the democratic style of selection is used, then the supervisor-to-employee notification of assignment might be less difficult. Probably the best approach would be to have an open discussion with the employees and determine the feelings of employees (including those that might volunteer). Once the decision is made, the supervisor should write a short memo to each employee selected explaining why they have been chosen and what that means to their careers in the short and long term. Finally, all employees should be notified as to who was selected. The supervisor should stress his or her appreciation of the team approach that displayed in the final

I think supervisors should build relationships with employees. I feel some supervisor are not interested in building a relationship. I think some supervisors are worried about the production and finance aspect.If supervisors build a relationship with employees difficult situations can be avoided. I think life can throw major punches. Everyone will handle difficult situation much different. I think it necessary to have counselors at the workplace. We as humans need to communicate our feelings. If a situation is bothering someone a olive branch should be extended. The supervisor should find the root to the problem. If a supervisors has a relationship with employees a green light should alarm when bizarre behavior happens. I think some supervisors

In earlier days, the supervisor was the person in charge of a group of towrope pullers or ditch diggers. That person was literally the “fore man,” since he was up forward of the work crew. His authority consisted mainly of chanting the “one, two, three, up” that set the pace for the rest of the workers. In Germany, the supervisor is still called a vorarbeiter (“fore worker”); in England, the term charge hand is used. Both terms suggest the lead-person origin. The term supervisor has its roots in Latin, where it means “looks over.” It was originally applied to the master of a group of artisans. Today, the supervisor’s job combines some of the talents of the “foreman” (or leader) and those of the “master” (skilled