Supervising And Organizational Skills : Unit Xi Essay

In supportive supervision the primary issue is counsellor morale and job satisfaction, as well as dealing with stress. The stresses and pressures of the coaching role can affect work performance and take its toll psychologically and physically. In extreme and prolonged situations these may ultimately lead to burnout. The supervisor 's role is to help the counsellor manage that stress more

Supervisors’ provide effective formative and summative feedback, promote growth and self-assessment in the trainee, and they also have to be able to conduct their own self-assessment. These skills encourage the trainee in the process of supervising. Clinical supervision is defined as: “An intervention that is provided by a senior member of a profession to a junior member or members of that profession. This relationship is evaluative, extends over time and has simultaneous purposes of enhancing the professional functioning of the junior member(s), monitoring the quality of professional services offered to the clients she, he or they see(s) and serving as a gatekeeper for those who are to enter the particular profession” (Bernard & Goodyear,

To identify the appropriate member of staff for the correct activity I have used a skills matrix spread sheet (appendix 1). A skills matrix is a table that displays people’s proficiency with certain skills and knowledge. You can link this to the task in hand.

Additionally, research has been done that examines the perceptions of school counselor effectiveness, as well as the usefulness of available supervision (Borders & Usher, 1992; Henderson & Lampe, 1992). During a school counseling master’s education program, there is ample supervision, both on-site and through the university, during the practicum and internship field experiences (Peterson & Deuschle, 2006; Studer & Oberman, 2006). However, it has been noted that clinical supervision of school counselors post-graduation has not been utilized in the most effective way (Linton & Deuschle, 2006). Several studies have examined the reason behind the lack of effective supervision within a school setting. Some researchers suggest that there is incongruence between the daily tasks of school counselors and models of clinical supervision most often utilized (Luke, Ellis, & Bernard, 2011). There also appears to be limited research on whether school counselor directors are being provided “best practices” methods of formal education and training for their positions.

Goldhammer, R. 1969 Clinical Supervision: Special Methods for the Supervision of Teachers. New York: Holt Rinehart & Winston

When asked what were the most challenging issues in supervision, Ms. Lord stated that dealing with personality differences, supervisee resistance, and training management were issues that stood out the most for her. Ms. Lord described herself as a team player who will do what is necessary to serve her students so if she needs to stay at work later than normal, perform tasks that aren’t necessarily in her job description, etc. that is what she will do. She

With numerous rewards and recognition under its label, it is now one of the most chosen CRM option in cloud computing. All the initiatives undertaken by it are sustainable, so the impact is hugely reduced on the planet as a whole.

Evaluation is central to clinical supervision to perform as gatekeeping functions that require responsibility placed on supervisors (Bernard and Goodyear, 2014). Evaluation provides clear distinction between counseling and supervision (Inskipp, 1996). Distinction between formative and summative evaluation is key when supervising (Bernard and Goodyear, 2014). Formative evaluations provide direct and observational skill based feedback through weekly documentation for supervisors to assess supervisees’ effectiveness as a professional in training (Bernard and Goodyear, 2014). Summative evaluations provide an overall picture to decide whether goals and progress met standards and expectations of supervisors (Bernard and Goodyear, 2014). Summative evaluations used mostly in educational settings, seek to make decisions among supervisees. In conjunction with supervisors and education coordinators making decisions about the supervisee, the amount of time invested filling out evaluations is crucial to present clear and distinct assessments for those being evaluated (Bernard and Goodyear, 2014).

Gutek (2013) discusses how clinical experiences and practice teaching, orginated in normal schools and they are crucial components in teacher preparation programs today (p. 219). He describes William C. Bagley’s contributions to normal school programs and provides the four components in the teacher education program he designed (Gutek, 2013, p. 218). Gutek

Many organizations and establishments have philosophies in how an organization is to be functioning and which positions are necessary to execute the plan. One of the crucial positions that make the establishment function is that of a Supervisor. The term supervisor is a word with Latin roots which means “to look over,” however, a supervisor is viewed as a person who is an immediate overseer to an employee at a workplace. The supervisor is the person an employee would directly report to for any work related situation. A supervisor plays an essential part of the management team that gives an organization purpose and leadership by being responsible for employees’ progress and productivity (Bittel & Newstrom, 1992).

The clinical supervision model for conducting observations has been used in the education field for decades. Clinical supervision involves a teacher receiving information from an administrator, colleague, peer coach, or mentor, who has observed the teacher's performance and who serves as both a mirror and a sounding board to aid the teacher in critical examination of a specific aspect of their instruction and possibly alter his or her own professional practice. Clinical supervision is an instruction improving tool in which a high degree of mutual trust and commitment to growth is required on the part of the teacher and observer. The structure of a clinical observation cycle includes

My passion for teaching will continue from a different perspective now. One gain from the supervision cycle is that I now place a higher value on listening and discussing with teachers. I often would ask myself if being a principal is what I want to be, but this great experience has confirmed for me that helping others and seeing them grow is my passion. Glickman, Gordon, and Gordon-Ross (2014) define the clinical supervision cycle as assistance for the enhancement of teaching and learning (Glickman et al., 2014, p. 9). The goal of clinical supervision is to foster teachers’ learning skills, improving instruction and student learning. Therefore, I do want teachers to feel I am there to support them in all aspects through the collaboration based on their individual needs. This experience makes me think that I will always be a teacher and I will always be a learner with teachers; the same way teachers work with students. I want them to be open with me so that together we can implement changes in the least restrictive way possible. I look forward to practicing the clinical supervision cycle with teachers the coming year. I have enjoyed and learned so much in this experience, but one thing stays in my heart is the fact that teachers aim for constructive feedback, this allows many positive opportunities. As I listened to Ms. Aguilar during the post conference, I realized that feedback provides a foundation for a positive teacher- supervisor relationship. By providing appropriate feedback, the teachers understand that the supervisor is genuinely concerned about their growth. This component also enhances a teachers’ self-efficacy and provides an avenue for motivation. The ultimate goal of supervision is for teachers to improve their knowledge and skills in order to make schools a more efficient and effective learning community for all

Supervision strives to make the unit a good learning situation. It should be a teaching-learning process.

Problem employees inevitably surface in most workplaces and sometimes employers need to counsel their employees and on occasions employers must discipline the employee. In an organization top-management often formulate the standards that supervisors must use when they have to deal with problem employees. A supervisor must have the skills required to organize, staff, lead, and control which includes the ability and talent required to deal with problem employees.

The success of a corporation has been traditionally tied to how well the managers execute the roles of leading, planning and controlling. One of the key components of the controlling aspect of management is the evaluation of the people that they are managing. The function of this process involves monitoring performance goals and has management taking corrective actions when necessary. Performance evaluations can be described as the measurement of the performance of an employee related to defined measures, using an applicable performance goals and appropriate criteria that relates to the employees work in question. This paper will review the engineer’s evaluation in the given case study.