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1
Tabart, Michael J., and n/a. "Role expectations for college supervisors in a field experience programme : a study of the perceptions of the participants at a catholic college of education." University of Canberra. Education, 1988. http://erl.canberra.edu.au./public/adt-AUC20061109.120104.
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The main purpose of this study was to examine the roles that college
supervisors perform in the Field Experience programme with particular
reference to the Field Experience programme in a Catholic College of
Education. Through clarification of the roles it was expected that
the effectiveness of college supervisors would be improved resulting
in a more efficient and productive Field Experience programme at the
institution concerned.
The overall aims of the study were:
(1) to clarify the roles of college supervisors
(2) to improve the quality of the Field Experience programme
(3) to give the programme more meaning in the teacher education
course at the College concerned and
(4) to make it clear to participants in such a programme that
there is an important role for college supervisors to play.
The study involved the co-operation of 62 student teachers, 45
classroom teachers (country and city) and 10 college lecturers
(totalling 117). A questionnaire was designed on the basis of
discussions with Field Experience participants, on a survey conducted
the previous year, and on an open-ended survey conducted immediately
after the mid-year Block Practicum. The final questionnaire was then
distributed to 82 student teachers (75.5% return), 76 classroom
teachers (58.5% return) and 11 college lecturers (90% return).
The study made use of earlier work by Waters (1973) and also by Duck
and Cunningham (1985). In the study, student teachers, classroom
teachers and college lecturers were surveyed by means of a
questionnaire to rate the frequency with which specific supervisory
tasks (already identified in a pilot study) were performed.
This involved rating each of the supervisory tasks twice; firstly
rating , the 'actual' occurrence of the task and secondly by rating
the 'ideal' occurrence of the task.
Results of the study showed that there are differences of
perception surrounding role expectations for college supervisors and
that these roles require clarification. What were perceived to be
the roles for and the behaviour of college supervisors contrasted
with what was actually exhibited. Students and teachers (country and
city) perceived college supervisors to be actually performing an
Evaluator role; while lecturers perceived a Manager role. The 'ideal'
role for college supervisors was perceived by all respondent groups
to involve the functions and tasks of Manager. The degree of role
conflict present indicates that follow-up measures deserve
consideration and clarification and that orientation and learning
programmes need to be conducted for all Field Experience participants
in order to give the Field Experience programme more significance and
to improve its overall effectiveness.
A result of the study and one which could be emphasised in
order to improve the quality of the programme was the indication
of 'desirable' and 'undesirable' characteristics of college
supervisors who were involved in the Field Experience programme at
the College concerned. These results were similar to the earlier
work of Beer et al. (1983) and were indicated by' the use of openended
comments being included at the conclusion of the
questionnaire. These comments concerned the personal and
professional characteristics of college supervisors and together
with this author's work could form the basis of further study as a
step towards increasing the efficiency of Field Experience programmes.
2
Byrd, Anna. "A Study of State College Faculty Trust in Immediate Supervisors." UNF Digital Commons, 2018. https://digitalcommons.unf.edu/etd/849.
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This quantitative study investigated faculty trust in their immediate supervisors (academic deans and faculty chairs) in a state college setting. A survey instrument created for this study was based on existing research on trust in schools by Bryk and Schneider (2002) and Tschannen-Moran and Hoy (1998), as well as research on trust in corporate setting. The study’s purpose was to determine the types and frequencies of interactions between community college faculty and deans/faculty chairs – i.e., faculty immediate supervisors – that are related to higher levels of faculty trust. Also investigated were the relationships between faculty trust and demographic characteristics including age, gender, ethnicity, length of employment, and number of faculty in department. The study’s findings suggest policies and practices for creating more trusting environments in community and state college settings, thereby leading to higher faculty retention levels. These, in turn, can contribute to increased levels of student success, higher graduation rates, and financial savings for schools.
3
Doepker, Gina Marie. "A study to determine the status of the roles, responsibilities, and practices of university supervisors who serve middle childhood preservice teacher candidates in the state of Ohio." Columbus, Ohio : Ohio State University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1173125185.
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Trapp, Richard M. "A collected comparison between art department chairpersons and their supervisors in selected midwestern four-year colleges and universities." Virtual Press, 1989. http://liblink.bsu.edu/uhtbin/catkey/558366.
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This comparative study examined the leadership role of art department chairpersons in selected midwestern four-year colleges and universities. It compared the leadership role of the art department chairperson to his/her immediate supervisor's perception of that same role.Literature relating to leadership and leader behavior for chairpersons in administration and art education administration was reviewed. The Leadership Behavior Description Questionnaire-Ideal (LBDQ-Ideal) and a demographic data survey were used. A one-way analysis of variance (ANOVA) was used to measure statistical significance in Initiating Structure and Consideration.The population comprised forty-one colleges and universities with enrollments of 3500 or more students in eight midwestern states. Responses were needed from each art department chairperson and his/her immediate supervisor to have matched pairs for the study. Art department chairpersons were sent a demographic data survey to identify their specific environment and background.CONCLUSIONSThere is no significant statistical difference in the leadership role of art department chairpersons and their immediate supervisors' perceptions of that same role using the LBDQ-Ideal in the subscale areas of Initiating Structure and Consideration.RECOMMENDATIONS(1) A study is needed to develop and incorporate into existing art education specific programs for art department chairpersons and/or or art administrators and for those interested in becoming an art department chairperson.(2) A study is needed to develop strategies to increase the awareness of fellow staff and immediate supervisors as to the role and responsibilities of art department chairpersons.(3) A study is needed to develop in-service and pre-service training programs to emphasize the importance of skill development in both task-related (Initiating Structure) and people-related (Consideration) dimensions of effective educational leadership.(4) A study is needed to more fully examine the leadership differences between art department chairpersons with M.F.A. degrees and those with Ed.D/Ph.D. Degrees.(5) A study is needed to assess the leadership differences between art department chairpersons with prior public/private school experience and those with no prior public/private school experience.(6) A study is needed to determine the leadership role of art departments as a part of the total Fine Arts curriculum and program in most colleges and universities.Department of Art
5
Yang, Ji-Chyuan. "The Expectations of Pre-Student Teachers, Cooperating Teachers, and College Supervisors for Early Field Experiences at Teachers Colleges in Taiwan." Thesis, University of North Texas, 1991. https://digital.library.unt.edu/ark:/67531/metadc278010/.
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The first purpose of this study was to identify the expectations of pre-student teachers, cooperating teachers, and college supervisors regarding early field experiences. A second purpose was to determine the respective roles of cooperating teachers and college supervisors for providing guidance of early field experiences. The third purpose was to determine alikenesses and differences among the respective participants' perceptions regarding early field experiences.
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Shumba, A., and J. Shumba. "Mentorship of student teachers on teaching practice : perceptions of teacher mentors in Zimbabwean schools." Journal for New Generation Sciences, Vol 10, Issue 1: Central University of Technology, Free State, Bloemfontein, 2012. http://hdl.handle.net/11462/604.
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Published ArticleMentorship as a concept in teacher training is vital in developing full professionals. It becomes even more effective if the mentors are adequately prepared for their mentorship roles. This study sought to determine: (a) the nature of training mentors had received in mentorship; (b) the extent to which they understood their role as mentors; (c) the mentors' views on the assistance they rendered to mentees; (d) the relationship between parent colleges and mentors; and (e) assess implications for teacher training in Zimbabwe. The study followed a descriptive survey design which utilized both quantitative and qualitative approaches. A comprehensive questionnaire was administered on a purposeful and information-rich sample of 120 mentors in two provinces in Zimbabwe. Interviews were also held with some of the mentors to triangulate findings from the questionnaire. The study revealed that many mentors had not been given any formal training in mentorship; they were not really sure of their roles and while they stated that they assisted mentees to the best of their abilities assistance given to mentees differed from mentor to mentor. College supervisors did not consult mentors for mentees' progress checks and mentors had no input in the final assessment of students under their tutelage. College supervisors and mentors' input should be incorporated in the final assessment of students.
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Hunn, Lorie L. "Field experience supervision a comparison of cooperating teachers' and college supervisors' evaluations of student teachers /." Laramie, Wyo. : University of Wyoming, 2009. http://proquest.umi.com/pqdweb?did=1940057821&sid=1&Fmt=2&clientId=18949&RQT=309&VName=PQD.
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Mibeck, Bryce Michael. "Veteran police officers field training supervisors in ethics and integrity." CSUSB ScholarWorks, 2003. https://scholarworks.lib.csusb.edu/etd-project/2406.
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This project developed a course that could be used by any police agency under the training umbrella of the California Commission on Peace Officer Standards and Training (P.O.S.T.). Specifically, the project was developed to be used by the San Bernardino Sheriff's Department and San Bernardino Valley College working with veteran police officers, police training officers, and police supervisors. The course included information from Josephson's Six Pillars of Character, Vicchio's Five Personality Types Lacking Integrity, and an ethical dilemma exercise.
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Searle, Ruth Lesley. "The supervisor’s tale: postgraduate supervisors’ experiences in a changing Higher Education environment." Thesis, Rhodes University, 2015. http://hdl.handle.net/10962/d1019952.
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The environment in which higher education institutions operate is changing, and these changes are impacting on all aspects of higher education, including postgraduate levels. Changes wrought by globalisation, heralded by rapid advances in technology have inaugurated a new era in which there are long term consequences for higher education. The shift towards more quantitative and measurable "outputs" signifies a fundamental change in the educational ethos in institutions. Effectiveness is now judged primarily on numbers of graduates and publications rather than on other aspects. The drive is to produce a highly educated population, especially through increasing postgraduates who can drive national innovation and improve national economies. This affects academics in a range of ways, not least in the ways in which they engage in teaching, what they are willing to do and how they do it. Such changes influence the kinds of research done, the structures and funding which support research, and thus naturally shapes the kinds of postgraduate programmes and teaching that occurs. This study, situated in the field of Higher Education Studies, adopting a critical realist stance and drawing on the social theory of Margaret Archer and the concepts of expert and novice, explores the experiences of postgraduate supervisors from one South African institution across a range of disciplines. Individual experiences at the level of the Empirical and embodied in practice at the level of the Actual allow for the identification of possible mechanisms at the level of the Real which structure the sector. The research design then allows for an exploration across mezzo, macro and micro levels. Individuals outline their own particular situations, identifying a number of elements which enabled or constrained them and how, in exercising their agency, they develop their strategies for supervision drawing on a range of different resources that they identify and that may be available to them. Student characteristics, discipline status and placement, funding, and the emergent policy environment are all identified as influencing their practice. In some instances supervisors recognise the broader influences on the system that involve them in their undertaking, noting the international trends. Through their narratives and the discourses they engage a number of contradictions that have developed in the system with growing neo-liberal trends and vocationalism highlighting tensions between academic freedom and autonomy, and demands for productivity, efficiency and compliance, and between an educational focus and a training bias in particular along with others. Especially notable is how this contributes to the current ideologies surrounding knowledge and knowledge production. Their individual interests and concerns, and emergent academic identities as they take shape over time, also modifies the process and how individual supervisors influence their own environments in agentic moves becomes apparent. Whilst often individuals highlight the lack of support especially in the early phases of supervision, the emergent policy-constrained environment is also seen as curtailing possibilities and especially in limiting the possibilities for the exercise of agency. Whilst the study has some limitations in the range and number of respondents nevertheless the data provided rich evidence of how individual supervisors are affected, and how they respond in varied conditions. What is highlighted through these experiences are ways pressures are increasing for both supervisors and students and changing how they engage. Concerns in particular are raised about the growing functional and instrumental nature of the process with an emphasis on the effects on the kinds of researchers being developed and the knowledge that is therefore being produced. As costs increase for academics through the environments developed and with the varied roles they take on so they become more selective and reluctant to expand the role. This research has provided insights into ideas, beliefs and values relating to the postgraduate sector and to the process of postgraduate supervision and how it occurs. This includes the structures and cultural conditions that enable or constrain practitioners as they develop in the role in this particular institution. It has explored some of the ways that mechanisms at international, national and institutional levels shape the role and practices of supervisors. The effects of mechanisms are in no way a given or simply understood. In this way the research may contribute to more emancipatory knowledge which could be used in planning and deciding on emergent policies and practices which might create a more supportive and creative postgraduate environment.
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Ocansey, Reginald Tetteh-Ahumad. "The effects of a behavioral model of supervision on the supervisory behavior of cooperating teachers and university supervisors /." The Ohio State University, 1986. http://rave.ohiolink.edu/etdc/view?acc_num=osu148726754698126.
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Hayward, Barbara Anne. "The role of the EFL department supervisor in an international college." Thesis, University of Exeter, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.275900.
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Kwon, Bong-Ran. "A study of the hotel supervisor's perception toward college students' work experiences." Online version, 2002. http://www.uwstout.edu/lib/thesis/2002/2002kwonb.pdf.
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Mapasa, Tobeka Eugié. "A framework to support inexperienced postgraduate research supervisors." Thesis, Nelson Mandela Metropolitan University, 2017. http://hdl.handle.net/10948/18529.
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It has been taken for granted that being able to lecture presupposes being able to supervise research students, and completing a Master’s or doctoral degree successfully meant that an academic could assume the research supervisor role. However, findings on research into graduate students’ experiences of the research process indicate that in most cases, postgraduate students are dissatisfied with the guidance they receive from their supervisors. In an effort to contribute to finding ways and to continuing the debate on the improvement of postgraduate research supervision, in this study, I aimed to develop a framework that could be used to support postgraduate research supervisors within faculties. To achieve this aim, I conducted a literature review in order to understand what it means to supervise at postgraduate level effectively and also to identify existing support programmes for postgraduate research supervisors. I adopted a phenomenological research design within an interpretive tradition. The technique used to select the sample was purposeful criterion. The sample size was determined by means of data saturation. It consisted of four faculty postgraduate studies committee chairpersons, seven inexperienced and four experienced postgraduate research supervisors. Meetings and semi-structured interviews were employed to generate data. The findings revealed that attempts by faculties to support postgraduate research supervisors have not been systematically documented as they were done, to a large extent, informally. The size of the faculty, lack of resources, heavy workload and timing emerged as factors that impacted positively and/or negatively on the provision of support to postgraduate research supervisors within faculties. Thematic analysis of the semi-structured interviews revealed that both the experienced and the inexperienced postgraduate research supervisors view good postgraduate research supervision as a relationship of human beings involving critical engagement between the postgraduate students and their supervisors. A need to mentor postgraduate research students was also highlighted. The findings also indicated that the participants viewed good postgraduate research supervision as a developmental process of co-learning and mutual growth culminating from joint effort by both the student and the research supervisor. Striking the balance between backing off and taking over was highlighted as important linked to the roles of the student and that of the supervisor in the research supervision process. The inexperienced and the experienced supervisors had mixed feelings about the usefulness of the existing support initiatives by faculties that they have been exposed to, citing the duration, the level at which some of them were pitched and the presentation styles of the facilitators as cause for concern. The support needs that were common to both the inexperienced and the experienced supervisors were designated mentors, manageable workload and time. The inexperienced postgraduate supervisors expressed the need for focussed support, briefing sessions, online resources for easy access, good timing, and an extended co-supervision period. The experienced supervisors expressed the need for support that will be at their level, group supervision, time and/or money to buy the time and better prepared postgraduate students. This study contributed the proposed framework informed by the integration of the insights from the literature on postgraduate research supervision, professional development and the findings from this study. The principles of the Transformative Learning Theory are appropriate to guide the implementation of the proposed framework in future applications.
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Lewis, Alisha Ami Oguri. "Drive: My Motivation For Becoming A Holistic And Authentic Leader And Supervisor Of College Students." ScholarWorks @ UVM, 2019. https://scholarworks.uvm.edu/graddis/1032.
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In sixth grade, I did an art project where I painted a self-portrait. I decided to paint myself looking in a mirror. On the right-hand side of the canvas was the back of my head. On the left-hand side was a reflection of my face looking back at me in the mirror. During one session with my art teacher, she looked at my painting and paused before asking, “what happened?” She paused again before continuing that at one point the painting was on the right track, implying since that point, something had gone terribly wrong. I mean what was looking back at me in the mirror was quite scary. It was a girl with sharp, angry brows who was grimacing like that emoji with clenched teeth. By the end of the project the painting only got uglier and unfortunately lived in my family’s home for years to come. My mom once told me that “interesting” isn’t necessarily a good thing. It was said right after I proudly shared with her that I received a certificate that read, “Most Interesting Art Project” for a paper doll I made to look like myself in eighth grade. Since that subtle comment, I’ve always been careful about how I choose and use words. I didn’t dare challenge my mom’s comment. Instead, I recall being mad at my art teacher. How could she call my paper doll interesting! What did she mean by that? I’ve always been better with paper than paint and I knew that unlike my self-portrait that I had painted two years prior, this doll I constructed, complete with my ponytail and 空手着 (karate uniform) actually looked like me!
It’s been over a decade since these two “art incidents” but oddly enough these stories are quite telling about my current self-perception. This is the power of storytelling. Not only does it help me to connect with people beyond small talk but writing and reflecting on my past has helped me understand who I am now. Today I am an educator, supervisor of students, and a young professional in higher education. More than titles or positions I hold, I find meaning in the relationships I build with my colleagues, students, mentors, and community. What I have learned and hope to share to all educators, staff, students, and leaders by way of writing this thesis is the value and necessity of exploring, unlearning, and challenging yourself to understand who you are, how you are who you are, and why you are who you are. While recognizing that I have changed and will continue to change through growth, learning, and time, I find security at this intersection of past and future where I am present in this self. As someone who is empathetic, I am sensitive to other people’s feelings and emotions. With context, I attempt to understand how someone else may feel still while recognizing I may never truly know their experience. On the contrary, I’ve discovered that to be empathetic with my own self is quite challenging! This insight has created inner chaos and has helped me understand how I do and don’t process my own feelings and emotions regularly. As someone who has made it a priority to serve others, I am fueled by keeping busy as a way to have a purpose in all of my actions. I want to be useful. Through this grind, I’ve lost a sense of who I am and valuing myself beyond my work and what I am capable of. I don’t believe this is a unique experience. I have taken responsibility for burning out and running on empty. I am shifting gears. I have taken this opportunity to write my own experiences in hopes that there is something to be learned from it for anyone who has ever taken on too much, has run away from themselves, or been uncomfortable with who they are.
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Goodchild-Brown, Beatrix. "Carinus Nursing College : an historical study of nursing education and management using the general systems approach, 1947-1987." Master's thesis, University of Cape Town, 1992. http://hdl.handle.net/11427/26620.
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The purpose of this dissertation is to research aspects of the historical development of Nursing Education and Nursing Management at the Carinus Nursing College from 1949 to 1987; to determine and explain how the College has adapted and coped with historical change and to determine whether proposals for the future can be made. Research has been done by applying the general systems theory and by using the standard methods of historical analysis. Data has been collected by means of oral history, literature search and documentation. The variables isolated are the College as a system; the government or influential super systems; resources such as financial, personnel and students and material inputs; and throughput or processing the work in the output, which leads to the professional nurse. The models used are Bucheles' organizational system, Sharma's flow chart pattern, Mintzberg's parts of organizational systems, and power flows and as shown in Emery, Feibleman and Friends relations and rules of interaction in systems thinking. Parsons' "imperatives of maintenance of a system" as well as Alvin Toffler's "second and third wave phenomena as responses to change" were two further models that were used. By using Robert Buchele's model, the work is divided into four parts: - i) the College as a system ii) the super systems iii) the resources iv) the throughput or processing. A further design that emerged was that two eras could be distinguished, within which three historical phases: - Early, Middle and Late are developed.
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Tung, Hok-ping, and 董學平. "A study of the opinions of two groups of students in a college of education towards two supervisory approaches." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1993. http://hub.hku.hk/bib/B31956816.
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Tung, Hok-ping. "A study of the opinions of two groups of students in a college of education towards two supervisory approaches." [Hong Kong : University of Hong Kong], 1993. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13553720.
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Cetin, Seckin Nihan. "A Survey About The Opinions Of Student Physics Teachers, Supervisors And Mentors On Practice Teaching Course." Master's thesis, METU, 2005. http://etd.lib.metu.edu.tr/upload/12606638/index.pdf.
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ABSTRACT
A SURVEY ABOUT THE OPINIONS OF STUDENT PHYSICS TEACHERS, SUPERVISORS AND MENTORS
ON PRACTICE TEACHING COURSE
Çetin Seç
kin, Nihan M.S., Department of Secondary Science and Mathematics Education Supervisor: Assist. Prof. Dr. Ali Eryilmaz August 2005, 136 pages The purpose of this survey is to describe the opinions of student physics teachers registered in the Practice Teaching Course, supervisors giving that course for physics education students in the Secondary Science and Maths Education Departments of Education Faculties in Turkey and the mentors of student physics teachers at co-ordinating schools on practice teaching course. After reviewing the related literature, three prallel questionnaires were developed depending on the formal directive of Ministry of National Education (MEB) and the handbook of Higher Education Council (YÖ
K) about practice teaching. The research was conducted on 142 student physics teachers registered in the Practice Teaching Course in 2004- 2005 spring semester and 14 supervisors giving this course in 7 Secondary Science and Maths Education Departments of Education Faculties and 10 mentors in 7 co-ordinating schools in Turkey.. The analysis of data was made by using SPSS 10. According to the findings from the study, the formally stated responsibilities and procedures related with practice teaching in the directive do not overlap with the actual ones completely, participants do not carry out all their responsibilities as stated in the directive, physical conditions of co-ordinating schools are not adequate for teacher education, and insufficient number of supervisors in the faculties and lacking of co-ordination among the units in practice teaching cause many problems.
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Ötting, Sonja Kristine [Verfasser]. "Artificial intelligence as colleague and supervisor: Successful and fair interactions between intelligent technologies and employees at work / Sonja Kristine Ötting." Bielefeld : Universitätsbibliothek Bielefeld, 2021. http://d-nb.info/1231994789/34.
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Molefe, Moyahabo Walter. "Supervisory communication and its effect on employee satisfaction at the Central University of Technology, Welkom campus." Thesis, Bloemfontein : Central University of Technology, Free State, 2013. http://hdl.handle.net/11462/179.
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Thesis (M. Tech. (Language Practice)) -- Central University of Technology, free State, 2013Many large organisations tend to focus on their external communication in order to project a positive image to potential clients. However the role of internal communication with employees has often been overlooked, although it remains one of the most important areas of organisational communication. Employees‟ views about their own organisation impact on how external clients view that particular organisation. In order for employees to become advocates of their own organisation, supervisors of different operational units should develop and manage their internal communication activities in a way that motivates and stimulates employees‟ enthusiasm for meeting the organisational goals. Once employees are satisfied with the state of supervisory communication in their respective units, they should be able to identify with their organisation and endeavour to attain its organisation‟s goals. The researcher investigated supervisory communication and its effect on employee satisfaction at the Central University of Technology, Free State, Welkom Campus (CUT, W). The study was conducted through a combination of quantitative and qualitative research methods. A questionnaire was distributed among the forty employees, whereas interviews were conducted with the five remaining employees at the CUT, W. The researcher used purposive sampling to select the respondents and participants of the study. The reliability of the questionnaire was determined by calculating the Cronbach Alpha coefficient (CAc) of the constructs. All the Communication Satisfaction Questionnaire constructs indicated CAc of .0974 which is consistent with a high level of internal stability. The study (quantitative research method) indicated that the majority of the respondents showed overall satisfaction on all CSQ constructs, except Personal Feedback. However, the study has revealed that the Schools of Government Management and Human Resources as well as the School of Accounting have revealed communication deficiencies on constructs such as Supervisory Communication, Divisional Information, Communication Climate, Co-Worker Communication and Personal Feedback. The qualitative findings have revealed communication deficiencies in four categorical themes, namely, lack of: * Communication and commitment to institutional values and policies by Supervisors. * Consultation and openness to ideas. * Performance standards and career-pathing. * Co-worker communication. * Downward flow of information. The researcher recommends that the Schools1 of Government Management, Human Resources and Accounting put more effort into improving their Schools‟ communication climate and giving personal feedback to their subordinates. The CUT, W should develop a Performance Management Plan to appraise their staff. The researcher further recommends that meetings should be held regularly to provide the necessary platform for the employees to raise concerns related to their specific jobs. The researcher also believes that Supervisors should consult with employees in their specific units before making any important decisions.
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Corrêa, Nirciene Quintão de Assis. "A supervisão em serviço social e a mercantilização do ensino superior: as condições de trabalho do supervisor de campo." Universidade do Estado do Rio de Janeiro, 2009. http://www.bdtd.uerj.br/tde_busca/arquivo.php?codArquivo=2666.
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A presente pesquisa centrou-se em analisar as implicações do processo de supervisão e sua importância para a formação acadêmico-profissional em Serviço Social, tendo como pressuposto o acompanhamento sistemático realizado pelo assistente social junto ao discente, uma das dimensões que envolvem a supervisão, qual seja, a supervisão profissional ou de campo. O objetivo do estudo sobre essa dimensão da formação profissional refletiu o entendimento da realidade profissional, das transformações no mundo do trabalho e as respectivas formas de enfrentamento da questão social. Tratou do processo de supervisão acadêmico-profissional em Serviço Social no município de Ipatinga/MG a partir dos projetos de extensão universitária coordenados pelo curso de Serviço Social da UNIPAC/Campus Vale do aço, onde são desenvolvidas atividades que envolvem ações de assistentes sociais e se constituem em espaços sócio-ocupacionais onde se inserem estagiários. A hipótese do presente estudo é de que existe uma tensão entre a proposta das Diretrizes Curriculares da Associação Brasileira de Ensino em Serviço Social (ABESS), de 1996 e sua efetivação em um contexto de aceleramento de privatização do ensino superior e das condições de trabalho dos profissionais. Os pressupostos relacionados à direção social ou ao aparato legal para a profissão são norteados e conduzidos pelas diretrizes curriculares. E a direção assumida pela profissão a partir das mudanças que vinculam a ação profissional ao projeto societário da classe trabalhadora, demanda novas respostas profissionais, que vão se refletir diretamente numa exigência de um trabalho profissional que ultrapasse o mero fazer cotidiano. Para a apreensão do objeto de estudo, procurou-se discutir a formação profissional mediante o que está preconizado nas Diretrizes Curriculares de 1996. Num segundo momento discutiu-se acerca da mercantilização do ensino superior pós década de 1990 e a UNIPAC nesse contexto. Já no capítulo 3 foram analisadas as particularidades do processo de supervisão de campo no universo dos projetos de extensão da UNIPAC e as condições de trabalho dos supervisores de campo. Nas considerações mais conclusivas é apresentado um balanço da pesquisa realizada, buscando apontar possíveis desafios e tendências para a formação profissional dos assistentes sociais na atualidade.The present research focused in analysing the envolvement of the supervision process and its importance for the professional-academic degree in Social Assistance, using sistematic checking done by a social assistant altogheter students, one of the dimensions that envolves supervision, such as, field or professional supervision. The studys objective of this dimension of the professional degree reflected the understanding of the professional reality, transformations of world of work and its respective ways of approaching the social issue. It is about the professional-academic supervision in Social Assistance in the city of Ipatinga/MG following university extension projects coordinated by the Social Assistance course of UNIPAC/Campus Vale do Aço, where activities that envolves social assistants are developted, also there are space in certain institutions to insert trainees. The hypothese of the current study it is about the tension between the proposal of the Curriculum Orientation of Associação Brasileira de Ensino em Serviço Social (ABESS), of 1996 and its occurs in the context of fast privatization of the college degree and the professionals conditions of work. All approaches related to the social direction or the legal events for the profession are lead and conducted by the Curriculum Orientation. The direction assumed by the profession comes from changes that link the professional action to the working class social project, demand new professional responses that will reflect directly in one strict kind of professional that goes beyond the simple work routine. To make this work relevant, discussions based on the professional degree were necessary, all this was possible based in what can be found in 1996 Curriculum Orientation. In a second situation other discussions envolving the merchandise of college dregree after the 1990s was also necessary and UNIPAC institution is part of this. In chapter 3 were analised partiularities of the field supervision process in the universe of UNIPAC extension projects and its work conditions. Concluding it shows a balance of the research made, looking for possible challenges and tendencies to the degree of the social assistant professional at current days.
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Van, Schalkwyk Lena-Mari. "The moderating role of perceived organisational support in the relationship between workplace bullying and turnover intention across sectors in South Africa / van Schalkwyk, L.M." Thesis, North-West University, 2011. http://hdl.handle.net/10394/6981.
Full textAbstract:
There is currently no legislation counteracting the impact of workplace bullying on South African
employees, consequently generating an open invitation for all perpetrators in the organisation. The
significance of bullying by superiors and bullying by colleagues is explored in this regard.
Workplace bullying refers to behaviour which harasses, offends, excludes and affects the
employees’ work tasks. This behaviour occurs repeatedly, frequently and over a period of time. As
a result, the impact of bullying on employees has massive consequences on the absenteeism,
profitability, turnover intention and the compensation claims of the organisation. The most common
solution of workplace bullying results in resignation. Thus, this study also explores perceived
organisational support (POS), acting as a moderator, to counteract workplace bullying in this
regard. POS is defined by employees experiencing: role clarity, participation in decision–making,
colleagues’ support, having sufficient job information and good supervisory relationships. This will
not necessarily put an end to this phenomenon but creates awareness in the South African context.
Many international researchers focused on defining bullying, exploring different perpetrators and
identifying characteristics associated with targets of bullying. Nationally, research is still in its
infancy, hence, this research explores workplace bullying in general, by focusing on different
sectors across South Africa. This research addresses the main perpetrators, the impact on turnover
intention and explores POS acting as a moderator in the relationship between workplace bullying
and turnover intention.
The objectives of this research was 1) to determine how workplace bullying, perceived
organisational support and turnover intention are conceptualised according to the literature; 2) to
determine the relationships between workplace bullying by superiors/colleagues, the sub–facets of
perceived organisational support (role clarity, job information, participation in decision–making, colleague support and supervisory relationships) and turnover intention; 3) to determine the
moderating role of the sub–facets of perceived organisational support (role clarity, job information,
participation in decision–making, colleague support and supervisory relationships) in the
relationship between workplace bullying (superiors and colleagues) and turnover intention. An
availability sample of N =13911 participants were gathered over a spectrum of 9 provinces and 5
sectors. Hierarchical regression analyses was conducted in order to determine if POS acts as a
moderator in the relationship between workplace bullying (either by superiors or by colleagues) and
turnover intention.
Results highlighted the prevalence of workplace bullying in the South African context. The
statistical analysis revealed that workplace bullying by superiors and by colleagues has a negative
relationship with all the sub–facets of POS. This implies that when bullying by superiors or
colleagues increases, the sub–facets of POS will decrease. The intention to leave the organisation
correlated negatively with the sub–facets of POS. This suggests that when POS exists in
organisations employees will be retained. There is a positive relationship between both bullying by
superiors and bullying by colleagues and the propensity to leave the organisation. In practice, this
implies that when bullying increases (by either superiors or colleagues) more targets of bullying
will be inclined to leave the organisation. According to the empirical results, POS, role clarity,
participation in decision–making and supervisory relationships, was the only facets which acted as
moderators in the relationship between workplace bullying by superiors and turnover intention,
whereas no moderation was found with bullying by colleagues. Recommendations were made for
the organisation and future research.Thesis (M.A. (Industrial Psychology))--North-West University, Potchefstroom Campus, 2011.
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Botha, Hanlie. "Relationships between Job Variables: The Moderating Effects of Support and the Mediating Effects of Job Satisfaction, Affective Commitment and Continuance Commitment in the Support Worker Industry." The University of Waikato, 2007. http://hdl.handle.net/10289/2495.
Full textAbstract:
The factors associated with employees' work related attitudes and cognitions were examined. A sample of employees from Community Living Trust (CLT), an organisation within the disability support worker industry, completed a questionnaire that included several measures: supervisor and colleague support, role conflict, role ambiguity and role overload, time-based, strain-based and behaviour-based work-to-family/family-to-work conflict, organisational commitment, job satisfaction and turnover intentions. The purpose of this study was to explore the extent to which supervisor and colleague support contributed to a reduction in role conflict, role ambiguity and role overload. In addition, the relationship between support and work-to-family/family-to-work conflict were also explored. Finally, the organisational outcomes, in particular organisational commitment, job satisfaction and turnover intentions, were examined. It was found that supervisor and colleague support did, in some cases, moderated the relationship between role stressors, conflict and job satisfaction / organisational commitment. It was also found that job satisfaction and affective commitment mediated the relationship between the role stressors, WF strain-based conflict and turnover intentions. The major implications from this research are that human resource initiatives should be developed that aims to identify the support needs employees may have, in order to increase levels of job satisfaction and organisational commitment and decrease levels of turnover intentions. The final chapter of this research explored the practical implications to the organisation, employees and the need for future research.
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Perault, Julia Kraft. "The experiences of Smith College School for Social Work students talking with field supervisors about issues of race a project based upon an independent investigation /." 2009. http://hdl.handle.net/10090/9925.
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Krushinski, Maura. "A comparision of the perceptions of the importance of formal supervision training between formally trained counselor supervisors and non-formally trained counselor supervisors." 2004. http://etd1.library.duq.edu/theses/available/etd-12142004-132220/.
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Persson, Elizabeth Katherine. "A faculty supervisor training program to assess faculty performance a community college case study /." Thesis, 2002. http://wwwlib.umi.com/cr/utexas/fullcit?p3099513.
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BI-HWA, LU, and 呂碧華. "The Study of Dormitory Supervisors' Human Resource Management in North Taiwan Colleges." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/37508873964391507598.
Full textAbstract:
碩士國立臺北大學
公共行政暨政策學系碩士在職專班
102
Student dormitory, as one of the most important learning center and resource in campus, combines living with learning. In order to help students to receive better learning results, dormitory supervisors play an important role in dormitory management. Dormitory supervisors are responsible for creating great living environment in campus, combining various style and features showed by student from different places and generalizing living education. However, during the process of reform student dormitory’s counseling and learning system, a lack of professional human resource becomes a common difficulty faced by colleges and universities in Taiwan. The aim of this study is to understand the role and the function of dormitory supervisors in colleges and universities in northern Taiwan. This study will discuss the application and related problems of manpower utilization of dormitory supervisor in colleges and universities in northern Taiwan from the perspective of human resource management, including recruitment, selection, staffing, education and employment of human resource management. Materials are gathered from current document and in-depth interview. Finally, this study, based on the analysis from the aspect of Human Resource Planning, Human Resource Recruitment, Human Resource Allocation, Human Resource Development and Human Resource Maintenance in colleges and universities in northern Taiwan, provides suggestions for competent authority, colleges and universities, and the applied strategy of human resource management in student dormitory; Served as a reference in the utility of human resource management in colleges and universities in Taiwan, this study expects to improve the management and counseling function of student dormitory in colleges and universities in Taiwan.
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HUANG, YI-WEI, and 黃奕瑋. "Fulltime Counseling Psychology Interns’ Experience About Supervising Colleges Crisis Client Treament And Supervisory Relationship." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/76n3me.
Full textAbstract:
碩士國立臺南大學
諮商與輔導學系碩士班
106
The study aimed to explore the experience about supervising colleges crisis client treament and supervisory relationship on fulltime counseling psychology interns. According to qualitative research approach, the data was collected by interviewing five fulltime counseling psychology interns and analyzed through the phenomenology method. The results of this research were listed below: fulltime 1. The colleges crisis client treament’s supervision issue perceived by fulltime counseling psychology interns, including“supervisee can evaluate situation by themself”, “supervision is a cooperation relationship”, “supervisor treated supervisee as the supervisory relationship’s subject”, “the colleges crisis client treament’s supervision bring harvesting”, “supervisor using subjective consciousness during the supervision ”, and“the colleges crisis client treament’s supervision bring negative influence” 2. The supervisory relationship issue perceived by fulltime counseling psychology interns, including“supervisory relationship’s connotation”, “the variety of supervisory relationship ”and“relationships quality affect interactions” 3. The induction of supervisory relationship including： （1） The relationship between supervisory experience and supervisory relationship interacts and continually circulates. （2） Fulltime counseling psychology interns will seeks specific help for supervision after self-assessment. （3） The role of the supervision of the crisis client’s treament has a positive impact on the supervisory relationship and the professional development of the intern. （4） The intern's subjectivity in supervision obviously promotes supervisory relations. Finally, according to the research findings, some suggestions were provided for fulltime counseling psychology interns, supervisor, counselor education and further study.
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Wang, Chih-wen, and 王志文. "Employee rehire : A study from the perspectives of supervisor , colleague, and boomerang employee." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/uy7k79.
Full textAbstract:
碩士國立中山大學
人力資源管理研究所
105
This study focuses on the study of the correlation between supervisor, colleague, and boomerang employee, and the re-employment of re-hugs. Therefore, this study will make a series of processes in the process of self- to re-employ the staff before and after the resignation of the back of the pot - to re-employment after the work, colleagues get along, to discuss supervisor, colleague, and boomerang employee, the hiring of the pros and cons. However, for human resources management, the employment of personnel there is a non-applicable risk, the return of staff with considerable experience and advantages, to save the organization''s recruitment and selection of Education training costs, and re-adaptation time. Therefore, the relevant issues such as job performance are a worthwhile topic. Through the in-depth study of qualitative research, to explain the supervisor, colleagues, and then hire their own back to the pot of appointment point of view, to further understand the possible problems and ways to deal with enterprises to provide staff in the hiring reference.
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Santos, Cátia Marlene Silva Monteiro. "O supervisor do estudante de tradução e interpretação de língua gestual portuguesa : da carência ao perfil de competências." Doctoral thesis, 2015. http://hdl.handle.net/10437/6884.
Full textAbstract:
Orientação : António Luís Carvalho ; Co-orientação : Isabel Pereira PintoA tese que se apresenta centra-se no domínio da supervisão e pretende contribuir para a melhoria do processo de ensino-aprendizagem dos estudantes do curso de licenciatura em Tradução e Interpretação em Língua Gestual Portuguesa (TILGP), através da compreensão das necessidades dos supervisados no contexto da iniciação à prática profissional, da identificação do perfil de competências do supervisor e da importância da supervisão no processo de ensino-aprendizagem. Utilizando uma abordagem multimétodo, com recurso a diferentes técnicas de recolha de dados, foi possível responder à nossa pergunta de partida: Qual o perfil de competências que o supervisor dos estudantes do curso de licenciatura em TILGP deve possuir para responder às necessidades dos estudantes na AIPP? Face à escassez de literatura nesta área, construímos o Santos Sign Language Interpreter Students Supervisor Competencies Inventory (SLISCY) e, após a aplicação deste, concluímos que o perfil do supervisor dos estudantes de TILGP é constituído por 66 competências, que se encontram distribuídas por três dimensões: pessoal, social e profissional, tendo sido definida e conceptualizada uma competência que designámos como Performance Gestual. Com os resultados obtidos foi possível propor um modelo de supervisão promotor do desenvolvimento de competências do estudante de TILGP durante a iniciação à prática profissional.
The following thesis focuses on the area of supervision and aims to contribute to the improvement of the teaching-learning process of the degree course students in Translation and Interpretation in Portuguese Sign Language through the understanding of the supervisees ’needs in the context of the introduction to professional practice, the identification of the supervisor's skill profile and the importance of supervision in the teaching-learning process.
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Fehmi, Emy. "Understanding the overall ingredients that contribute to satisfaction and dissatisfaction in the field supervisory relationship from the social work student perspective a project based on an independent investigation /." 2009. http://hdl.handle.net/10090/9860.
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WANG, I.-HUI, and 王怡惠. "A Study of the Influence of Interns’ Professional Competency and Interns’ self-efficacy and Direct Supervisor Leadership on the Intention of Interns to Seek Future Employment : taking the Intern Students in the Tourism Departments of Technical and Vocational Colleges in Tainan and Kaohsiung, Taiwan as examples." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/cc8khp.
Full textAbstract:
博士國立臺南大學
教育學系教育經營與管理碩博士班
107
The present study investigates the influence of interns’ professional competency and interns' self-efficacy on the intention of interns to seek future employment in a tourism-relevant industry. The behavior of direct supervisors for their interns is considered as a mediating variable to understand the influence among the variables and the contextual moderating effect. Intern students in the tourism departments of technical and vocational colleges in Tainan and Kaohsiung, Taiwan were targeted as potential participants in the study. The subjects were from 55 off-campus internship units with a total of 409 interns. Besides, the hierarchical linear modeling is applied to analyze the influence of the hierarchical variables between internship units and interns. The results of this research revealed that both interns’ professional competency and interns' self-efficacy of the intern students in the tourism departments of technical and vocational colleges positively affects their intentions for future employment. In addition, interns’ professional competency of the intern students in the tourism departments of technical and vocational colleges indirectly influences their intentions for future employment through the intermediary of and interns' self-efficacy. The behavior of direct supervisors for their interns affects their intentions for future employment. Last, the behavior of direct supervisors for their interns affects respectively and to different extents, and adjusts both interns’ professional competency of the intern students in the tourism departments of technical and vocational colleges and their intentions for future employment to different extents. According to the results, interns’ professional competency plays an important role when it comes to their intentions for future employment and it can be explored before pre variables. Supervisor-intern interactions should be more emphasized, so the direct supervisors can lead the interns more suitably. Interns should know the professional competency of their own and enrich their self-efficacy. The author concludes the results and makes relevant recommendations. This study can also be taken as a reference for the tourism departments of technical and vocational college, internship units and their supervisors and other researches in the future.
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Breedt, M. "The relationship between graduate employability and work performance in the mining industry in South Africa." Diss., 2018. http://hdl.handle.net/10500/25020.
Full textAbstract:
In a rapid changing environment mining companies have to change the way in which they do
business, while employees have to manage their careers and ensure they are multi-skilled.
Organisations are looking to employ individuals who are career driven, highly adaptable and
flexible and display the necessary employability skills.
The main purpose of this study was to determine if any relationship exists between the
different factors of graduate employability and work performance in the mining industry in
South Africa. A cross-sectional quantitative research approach was followed. A simple random
sample was drawn from graduate male and female employees between the ages of 18 – 30
years with any post-matric qualification employed in the mining industry in South Africa.
Through the process of exploratory factor analysis, six graduate employability factors and four
work performance factors were identified. The graduate employability factors included career
self-management drive, cultural competence, career resilience, emotional literacy, career
literacy and self-efficacy. The work performance factors included the supervisor role,
employee role, recognition and organisation support. Correlation and regression analyses
were conducted.
The results indicated a relationship between graduate employability and work performance.
Strong, positive correlations were found between graduate employability and work
performance with career self-management drive being the strongest predictor of work
performance. Recommendations for the mining industry focused on how employability could
be enhanced to improve work performance.Human Resource Management
M. Com. (Human Resource Management)
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Fell, Granda Desiré Jacqueline. "Benutting van onderrigtegnieke in maatskaplikewerksupervisie aan voorgraadse studente." Diss., 2006. http://hdl.handle.net/10500/2264.
Full textAbstract:
Text in AfrikaansOPSOMMING `n Verkennende en beskrywende studie is onderneem om wetenskaplike gefundeerde riglyne ten opsigte van die benutting van onderrigtegnieke vir praktykopleiers beskikbaar te stel vir maatskaplikewerksupervisie aan voorgraadse studente. Om supervisie effektief te kan aanwend, moet praktykopleiers van onderrigtegnieke kennis dra en dit kan aanwend. Die literatuurstudie fokus op die onderrigfunksie van supervisie en `n klassifikasie en beskrywing van onderrigtegnieke wat binne die supervisieproses aangewend kan word. Al twee-en-twintig supervisors/praktykopleiers wat betrokke is by gesinsorgorganisa- sies in die Metropool- en Bolandstreek, Wes-Kaap is betrek. `n Gestruktureerde vraelys is as data-insamelingsmetode benut. Die bevindinge en resultate toon aan dat voortgesette opleiding deur middel van informele opleidingstrategieë van praktykopleiers noodsaaklik is, om hul kennis ten opsigte van die onderrigfunksie van supervisie uit te brei asook die benutting van onderrigtegnieke aan te moedig. Verdere navorsing kan fokus op die benutting van onderrigtegnieke uit die Gestalt- of ander benaderings tydens supervisie. SUMMARY An exploratory and descriptive study was undertaken to provide scientifically based guidelines regarding educational techniques used by practical trainers when providing social work supervision to undergraduate students. To apply supervision effectively, practical trainers must have knowledge of educational techniques and be able to apply these. The literature study focuses on the educational function of supervision and provides a classification and description of educational techniques that can be applied within the supervision process. The sample included twenty-two supervisors/practical trainers at family welfare organisations in the Metropolitan and Boland regions, Western Cape. A structured questionnaire was used to gather data. The findings and results show that continuing education through informal training strategies by practical trainers is essential to expand their knowledge of the educational function of supervision and to encourage the use of educational techniques. Further research should focus on educational techniques from the Gestalt approach or other approaches.
Social work
M.Diac.