Supervision, Managing For Results

Supervision is a mechanism that allows the supervisor to support, discuss and develop the knowledge and skills of each employee. It is the process in which a supervisor is able to encourage and support the employee to complete their role effectively.

AC.1.1 Explain the importance of making effective and efficient use of people’s skills while planning a team’s work to achieve an objectives.

Supervision theories and practices began emerging as soon as counsellors started to train other counsellors (Bernard & Goodyear, 2009). Several different theoretical models have developed to clarify and support counselling supervision. The focus of early models of supervision had generally been based on counselling theories (such as Cognitive Behavioural Therapy, Adlerian or client-centred), but these orientation-specific models have begun to be challenged as supervision has many characteristics that are different to counselling. Competency as a counsellor does not automatically translate into competency as a supervisor, and when supervisee/supervisor orientations differ, conflicts may arise (Falender &

To be considered for an assignment as a Lieutenant within the Intelligence & Analysis Crime Unit, Regional Operations & Intelligence Center. Namley, my experience of supervision, dealing with outside vendors and ability to manage complex data systems would make me a good fit for the Intelligence & Analysis Crime Unit. After leaving general road duty I became a member of the Electronic Surveillance Unit and was the administrator of the Voicebox wiretap data system. Used by the NJSP and various outside agencies, the Voicebox system is a primary tool of police wiretapping operations. Furthermore, I have managed the entire MAPPS System software, this includes negotiating with outside vendors and writing of waivers each valued at a quarter of a

illustrate either effective or ineffective handling of a managerial situation. The authors may have disguised certain names and other

The intensive supervision programs are very similar to those programs utilized within standard probation and parole (Latessa & Smith, 2011). The difference is mainly the amount of control, supervision, as well as the application of the programs. The use of intensive supervision programs began in the mid-1900s in California with an emphasis on the rehabilitation of the offenders. In the 1980’s the programs become widely used to reduce prison populations with a shift in the focus away from rehabilitation to deterrence, control, and supervision taking the forefront (Lowenkamp et. al., 2010).

Effective supervision requires establishing different levels of supervision in order to know which offenders need closer supervision from those who require less supervision (Alarid & Del Carmen, 2012). Generally, the supervision of offenders is categorized into three or four levels: maximum, medium and minimum or maximum, high, standard, and administrative (Alarid & Del Carmen, 2012). The administrative level is for probationers or parolees who have committed minor offenses, satisfied financial responsibilities, and been in compliance for two years (Alarid & Del Carmen, 2012). Probationers and parolees on the administrative level do not require a personal visit or personal contact with the officer (Alarid & Del Carmen, 2012). Individuals on the administrative level are required to call in and leave a voicemail or mail in a residence verification and employment document (Alarid & Del Carmen, 2012).

The use of coaching by individuals and organizations has increased rapidly in last decade. As role of coaching is growing over the time, so has the need to find ways of assuring quality of the coaching services being provided. Coaching supervision is an essential part for continuous professional development of coaches. It’s the essential link between theory and coaching practice, the main source of assuring quality, to mitigate the risks may inherent in coaching. It can also help to increase the return on an investment in coaching and to provide evidence of that return.

Within your first two weeks as an Adult Protective and Community Supervisor (APCS) you held an informal meeting with your staff so that they could get to know you and you them. This first meeting established the relationship that you wanted to have with your workers. This meeting also identified that you had an open door policy and that you were willing to assist your workers in any way possible. You encourage your workers to work at their optimal performance level and you stress to them that the only way to achieve this is by discussing policies, shadowing them on home visits, reviewing their cases and giving them feedback, which ensures that they have a clear understanding of programs and office operation. Candice you keep detailed notes of concerns that you may have with a worker and you discuss those concerns with me. You had one employee that you thought we were going to have to recommend probationary dismissal on; however, after you had a heart to heart with the employee you identified some personal issues that the employee was

The author state all four types of cultural supervision (cross-cultural, culturally appropriate, culturally competent, and culturally effective) are applicable the work done between the Māori social workers and their clients. The author believes it is difficult for mainstream agencies to “find appropriate cultural supervisors [added to the] lack of confidence in using Māori approaches…by many young Māori

| Reflects a mastery level of ability to analyze issues and formulate sensible supervisory practices. The assignment addresses most elements of the task and addresses each component satisfactorily and completely. Main ideas are supported by relevant information and communicated adequately. The paper is well-developed and has relevant

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).

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

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.

A manager that has all five types of powers is a strong leader. Occasionally employee’s posses power too. Effective managers use their powers in a way that they maintain a healthy balance between their own power ant that of their employees.