Relevant bibliographies by topics / Supervisori

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Supervisori'

Author: Grafiati
Published: 11 March 2023

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Journal articles on the topic "Supervisori"

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Pagga, Pagga, Abd Rahman Getteng, Khalifah Mustami, and St Syamsudduha. "KINERJA SUPERVISOR DAN KREATIVITAS GURU PAI." Idaarah: Jurnal Manajemen Pendidikan 4, no. 2 (November 20, 2020): 129. http://dx.doi.org/10.24252/idaarah.v4i2.15936.

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This study aims to determine the supervisor's performance and the creativity of the Islamic Religious Education teachers at SMAN Sinjai Regency. This research used qualitative research. The data analysis technique used is data reduction, data presentation, data collection using descriptive exploratory analysis techniques, and inductive qualitative methods. The result was found that the supervisor's performance in the preparation of supervisor program planning had been compiled in an accurate manner and the implementation of supervisor supervision had been implemented in the field continuously. PAI teacher creativity in SMA Negeri Sinjai Regency has increased through several programs that have been carefully prepared by supervisors. The supporting factors for supervisors in increasing the creativity of PAI teachers are the existence of supervisory standardization arrangements and the presence of collectors. As for the inhibiting factors for supervisors, namely the number of target schools that are too many, the busyness of the supervisors outside the supervision program, the number of supervisors is still low, and the teacher's perception of supervision activities is still not good.
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McCready, Vicki, Joanne Erwick Roberts, Deborah Bengala, Holly Harris, Georgia Kingsley, and Carol Krikorian. "A Comparison of Conflict Tactics in the Supervisory Process." Journal of Speech, Language, and Hearing Research 39, no. 1 (February 1996): 191–99. http://dx.doi.org/10.1044/jshr.3901.191.

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This study investigated three different tactics clinical supervisors in communication disorders predicted they would use in a specific conflict situation. One hundred-sixty supervisors were asked to read one of three case scenarios describing a conflict situation within the supervisory process. All scenarios depicted a student-clinician who had not completed a reading assignment requested by the supervisor. The scenarios differed only in the supervisee’s response to the supervisor’s question about the incomplete assignment. Subjects were asked to indicate how likely they might be to use each of 15 comments that reflected categories of conflict tactics: avoidance, competitive, or collaborative tactics. Supervisors’ choice of tactics differed depending on the response of the supervisee. Overall, supervisors most often chose collaborative responses, followed by avoidance responses and (least often) competitive responses. Implications are discussed in terms of impact on the supervisory process in communication disorders.
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Merfeldaitė, Odeta, and Justinas Sadauskas. "EXPECTATIONS IN RESPECT OF THE SUPERVISOR‘S IMAGE: THE LITHUANIAN CASE." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 4 (May 26, 2016): 379. http://dx.doi.org/10.17770/sie2016vol4.1574.

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Each profession and the image of its representatives are being assessed taking into consideration the specifics of the activity, the environment, the existing stereotypes and the attitudes towards it. The activity of the supervisor is a new one in Lithuania therefore a lot of stereotypic attitudes appear in respect of the supervisor‘s profession. That means it is very important to find out what supervisor’s image have the supervisors themselves, and what are the expectations of the counselled ones in respect of the professionals in this field. The goal of the research is to analyse the expectations in respect of the supervisor in Lithuania, based on insights of supervisors and of the persons with and without the experience of supervision.
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Hasanah, Nur. "Supervision of Academic Supervisor and Quality of ‎Education in Madrasah Ibtidaiyah." MUDARRISA: Jurnal Kajian Pendidikan Islam 11, no. 1 (June 30, 2019): 34–52. http://dx.doi.org/10.18326/mdr.v11i1.34-52.

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Supervisors are one of the most important elements in ensuring the quality of madrasah education. Therefore, the duty of the supervisor have to be in accordance with the work program about the quality of education in the madrasah is in accordance with the standards set by the madrasah. The maximum implementation of supervisory to the academic supervision will help the quality of madrasah education to be achieved. This study aims to determine the academic supervisory competence of madrasah supervisors, the quality of madarasah education, and the relation of academic supervisory competence and the quality of Madrasah Ibtidaiyah education in the Sub-district of West Ungaran Barat, Semarang District.This study used the method of observation, interviews, and documentation. And the data analysis used flow flows. The conclusion of this study was that the academic supervision competence of the Madrasah Ibtidaiyah supervisor has been carried out but has not been maximally in accordance with the supervisor's work program. While, the education quality of MI Nyatnyono 2 and MI Lerep in the process standards and results have not been maximized. And the relations of the supervisors' academic competency supervision and MI (Madrasah Ibtidaiyah) quality education are associative relations in the form of cooperation, accommodation and supervisory associations in conducting academic supervision in the MI so that the quality of MI education in standard processes and results can be carried out even though it is not maximized.
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Supriatna, Ade, Ulfiah Ulfiah, Nandang Koswara, and Sayid Muhamad Rifki Noval. "Supervision Management Of Supervisor Managerial In Improving Performance Head Of Madrasah Tsanawiyah In Bandung District." International Journal of Educational Research & Social Sciences 3, no. 5 (October 15, 2022): 1844–50. http://dx.doi.org/10.51601/ijersc.v3i5.495.

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Facing the demands of improving the quality of education, an important component that should not be ignored is the Head of Madrasah. Madrasah principals are required to have managerial competence in managing madrasas. The competence of the Madrasah Head can be carried out properly, one of which is supported by the guidance carried out by the education supervisor through a managerial supervision program. Therefore, the focus of this research is the management of supervisory managerial supervision in improving the performance of the head of MTs in the Ministry of Religion of Bandung Regency so that the expected output is increasing the quality of managerial supervision of Madrasah Tsanawiyah (MTs) supervisors, especially Madrasah Tsanawiyah Supervisors (MTs) Darussalam Arjasari, Madrasah Tsanawiyah ( MTs) Al-Ihsan Ciparay and Madrasah Tsanawiyah (MTs) Al-Matsur Pamengpeuk. This study aims to analyze and find empirically about the management of managerial supervision carried out by MTs Supervisors in improving the performance of the head of Madrasah Tsanawiyah (MTs) in the Ministry of Religion of Bandung Regency. The research process is carried out through the identification of phenomena that occur in planning, implementing, organizing, monitoring, impacting, supporting factors and obstacles to managerial supervision of the madrasah principal. The respondents were Supervisor, Head of Madrasah and Head of Madrasah Section, Ministry of Religion, Bandung Regency. The results of his research that the implementation of managerial supervision carried out by the supervisor of MTs Darusalam, Al-Ihsan, Al-Mansur can affect the performance of the madrasa principal. The supporting factor is the good relationship between the MTs Supervisor and the Head of Madrasah Tsanawiyah. The obstacles to managerial supervision are the lack of coordination between supervisors and the Madrasah Section and the supervisor's role is not functioning optimally. The solutions are: the supervisor's role as a partner, partner, motivator, negotiator, consultant, innovator, evaluator, the conclusion is that: First, supervisors carry out supervision to improve and improve the performance of the Head of Madrasah Tsanawiyah starting with planning, implementation to evaluation. Both supervisions are carried out to monitor, improve programs, and carry out follow-up supervision for the realization of improving the performance of madrasah principals so that they are motivated to advance education. The research product is a coordination forum between the head of the madrasah section or the Head of the Ministry of Religion with the Supervisor and Supervisory Assessment with the PKPM program (Performance Assessment of Madrasah Supervisors).
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KIMANJE, ENOCH, and OLIVE LUNYOLO. "PhD Studentship and Research Supervisors during the COVID-19 Pandemic at a Premier University in Uganda." Uganda Higher Education Review 10, no. 1 (December 20, 2022): 164–96. http://dx.doi.org/10.58653/nche.v10i1.11.

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Keeping in close touch with a research supervisor is often vital for any university student. Unfortunately, this is hardly possible during the period of a pandemic. In this study, we explored the supervisory challenges that the doctoral students and their research supervisors at a school in a premier university in Uganda experienced and the coping strategies they utilised during the COVID-19 pandemic. We were provoked to undertake the study due to the persistent undocumented complaints from graduate students about their inability to get in touch with their research supervisors because of the closure of the university that was brought about by the pandemic. Taking the interpretive approach, we used a phenomenological research design and collected data by interviewing PhD students and their research supervisors, whom we purposively selected. We analysed the data using the thematic content analysis technique that we based on the factors influencing doctoral research supervision, namely student factors, supervisor factors and institutional factors. Our study findings revealed key research supervisory challenges. At the students’ level, we found loneliness, ICT challenges, unexpected study costs and family disturbances. While at the supervisor’s level, we found inadequate supervisor support and ineffective communication. Yet at the institutional level, we noted unclear institutional research policies and ineffective communication. We therefore concluded that several supervisory challenges negatively affected the students’ doctoral studies during the pandemic. However, there were varied but unclear strategies participants utilised to address these challenges. Hence, we recommend to university leaders to formulate clear institutional graduate training strategies for mitigating disruptions occasioned by any future pandemic.
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Keulemans, Shelena, and Sandra Groeneveld. "Supervisory Leadership at the Frontlines: Street-Level Discretion, Supervisor Influence, and Street-Level Bureaucrats’ Attitude Towards Clients." Journal of Public Administration Research and Theory 30, no. 2 (October 9, 2019): 307–23. http://dx.doi.org/10.1093/jopart/muz019.

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Abstract Steering street-level bureaucrats is utterly complex due to their discretion and professional status which grant them relative autonomy from supervisory directives. Drawing from transformational leadership theory, this article explores the opportunities these work conditions provide for supervisory leadership at the frontlines. Looking at street-level bureaucrats’ attitude towards clients, we analyze how the frontline supervisor affects this core perception that protrudes the human judgments street-level bureaucrats are required to pass in their use of their discretion. Using a survey dataset of 971 street-level bureaucrats and their 203 frontline supervisors, this study shows that frontline supervisors function as an attitudinal role model to street-level bureaucrats. Moreover, their supportive leadership behaviors are crucial to them upholding a positive attitude towards clients. Supportive leadership does not unequivocally strengthen the supervisor’s position as an attitudinal referent, though. These findings challenge pessimistic assessments of the potential for supervisory leadership at the frontlines. Theoretical and practical implications are discussed.
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Morissette, Stefanie, Jill L. Bezyak, and J. Norbert Ososkie. "A Closer Look at Distance-Based Supervisory Relationships in Master's Level Rehabilitation Counseling Programs." Journal of Applied Rehabilitation Counseling 43, no. 2 (June 1, 2012): 3–8. http://dx.doi.org/10.1891/0047-2220.43.2.3.

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The impact of using the Internet as the primary means of communication between interns and supervisors in graduate rehabilitation counseling programs is addressed. An important part of counselor education is the collaborative supervisory relationship, where students hone their clinical skills and benefit from the expertise, knowledge, and experience of a supervisor. Using the Internet as a central means of communication in the supervisory relationship is fraught with problems, and it is only through awareness of the limitations inherent in Internet supervision that counselors in training may develop skills needed to provide quality treatment to clients. It is important for supervisors and students to follow ethical standards in the distance learning environment. Future research will be required to understand the supervisor's perspective, adequate career training using distance learning in rehabilitation counseling, and education and training in the use of online tools.
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Harwood, Nigel, and Bojana Petrić. "Helping international master’s students navigate dissertation supervision: Research-informed discussion and awareness-raising activities." Journal of International Students 9, no. 1 (January 8, 2019): 150–71. http://dx.doi.org/10.32674/jis.v9i1.276.

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Drawing on a longitudinal case study of supervisees’ and supervisors’ experiences of master’s dissertation supervision in a U.K. university, we identify prominent themes and use excerpts from our data to design pedagogic activities to use in workshops with staff and students focused on supervisory practice. The activities ask workshop attendees to consider experiential supervisory narratives involving students’ social networks, problems interpreting supervisors’ feedback, problems with differing supervisor–supervisee role expectations, and problems with supervisor–supervisee miscommunication. Each scenario is followed by our literature-informed commentary. We argue that these empirically informed, grounded awareness-raising activities will alert supervisors and supervisees to common problems experienced during supervisory journeys, and will encourage them to consider their own supervisory expectations and practices more deeply.
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Mandel, Susan. "Exploring the Differences in Expectations Between Supervisors and Supervisees During the Initial Clinical Experience." Perspectives on Administration and Supervision 25, no. 1 (June 2015): 4–30. http://dx.doi.org/10.1044/aas25.1.4.

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The clinical experience is a major component of the curriculum for graduate degree programs in speech-language pathology. During this experience, the supervisor provides the student with the support needed to grow as a clinician. Both supervisors and students enter into the supervisory process with a variety of goals, skills, and expectations. In this article, the author presents the results of a survey in which the expectations of novice clinicians are compared to the expectations of their supervisors. Identification of the expectations of these groups assisted in determining the concerns of both supervisors and supervisees, and in assessing discrepancies, which affect the supervisor's ability to meet the student's needs. An analysis of the data revealed discrepancies in expectations of these groups. A review of expectations of novice clinicians in their first clinical experience revealed a limited understanding of the expectations of supervisors, while students entering their second clinical experience noted increased expectations for cooperative learning and supervisor feedback. Both first and second semester students expected supervisors to provide direct support throughout both clinical experiences. While supervisors expected to provide direct support to clinicians at the beginning of their first clinical experience, they anticipated moving to indirect support as the students progressed.
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Dissertations / Theses on the topic "Supervisori"

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Santos, Elise Cordeiro. "As dimensões da ação supervisora do supervisor de ensino do município de Santos: limites e perspectivas." Universidade Católica de Santos, 2016. http://biblioteca.unisantos.br:8181/handle/tede/3181.

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Submitted by Rosina Valeria Lanzellotti Mattiussi Teixeira (rosina.teixeira@unisantos.br) on 2016-12-01T17:28:40Z No. of bitstreams: 1 Elise C. dos Santos.pdf: 3928182 bytes, checksum: bf98d37b76d6fddbb45fb637bea0df8a (MD5)
Made available in DSpace on 2016-12-01T17:28:40Z (GMT). No. of bitstreams: 1 Elise C. dos Santos.pdf: 3928182 bytes, checksum: bf98d37b76d6fddbb45fb637bea0df8a (MD5) Previous issue date: 2016-08-24
This study focuses on the supervisory actions of tenured School Supervisors, at the Municipal School System in Santos, SP, with the purpose of establishing meaning to effectively developed actions in their working context. Technical and supervisory identity, suggested by historical analysis of the job position, shows influences on the career path that, from the political and social variants of the contemporary educational context, enables the perception of a renewed attitude of the supervisory action, aligned with the training, normative and pedagogical dimensions. The guiding research questions depict the profile and career path of Santos School Supervisors and problematize the supervisory action, in its possibilities, challenges and perspectives. The theoretical framework has been based on the following authors: Saviani (2002); Silva Jr (1986); Gadotti (1989); Martha Nogueira (1989); Paulo Freire (1997); Naura S. Ferreira (2002) Nilda Alves (2011); Mary Rangel (2011), among others. As regards to research methods, apart from a documentary search, we supplemented data of historical nature with accounts from retired, tenured Supervisors from the Municipal School System. In the current group of supervisors, we applied a questionnaire in order to set a profile of this group as well as identifying priorities and challenges of the supervisory action. A number of supervisors contributed to form a discussion group, in order to explore issues that emerged from the questionnaire and thus, extracting indicators that show improvement in the supervisory action. Data was analyzed from the perspective of content analysis. In the results, positive characteristics have identified systemic vision, leadership and the performance of this group in the educational process. Challenges for the job were reported as flaws in the training program and in communication, and the difficulty in political positioning in the face of educational policies. We also identified indicators of productivity from the perspective of normative, training and teaching dimensions, with emphasis on professional growth of School Supervisors in Santos, before the needs that were diagnosed during the mediation of the educational process of this city.
O trabalho tem como foco a ação supervisora do Supervisor de Ensino no sistema municipal de Santos e busca estabelecer o significado atribuído às ações efetivamente desenvolvidas em seu contexto de trabalho. A identidade técnica e fiscalizadora apontada pela análise histórica do cargo demonstra influências no percurso profissional que, a partir das variantes políticas e sociais do contexto educacional contemporâneo, permite observar uma postura renovada da ação supervisora, alinhada com as dimensões formativa, normativa e pedagógica. Norteiam a pesquisa questões de identificação, perfil e a trajetória dos Supervisores de Ensino de Santos e problematizam a ação supervisora, em suas possibilidades, desafios e perspectivas. O aporte teórico concentra-se em autores que estudam a supervisão escolar do ponto de vista teórico, histórico e político no cenário educacional. O caminho metodológico, de abordagem qualitativa, envolve análise documental complementada por depoimentos de Supervisoras aposentadas que tiveram carreiras históricas na rede de Ensino de Santos. No grupo atual, foi aplicado questionário com a finalidade de retratar o perfil e formação, bem como de identificar as prioridades e desafios da ação supervisora. Para aprofundar os dados foi realizado um grupo de discussão das questões que emergiram no questionário e extrair indicadores de melhoria da ação supervisora. Os dados foram analisados em termos de conteúdo, destacando as dimensões de análise: o profissional Supervisor de Ensino do Município, a ação supervisora e aprimoramento da ação supervisora, com as respectivas categorias de análise e unidades de sentido. Nos resultados, as características positivas identificaram a visão sistêmica, a liderança e a atuação do grupo no processo educacional. Os desafios foram traduzidos pelas falhas de formação e comunicação e a dificuldade no posicionamento frente à definição de políticas educacionais. Foram extraídos ainda, alguns indicadores de produtividade na perspectiva das dimensões normativa, formativa e pedagógica, com ênfase no crescimento profissional dos Supervisores de Ensino de Santos, frente às necessidades diagnosticadas na mediação do processo educacional do Município.
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Armoutliev, Erin M. "Attachment, Supervisory Style and Caregiving in Clinical Supervisors." University of Akron / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=akron1367050055.

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Clohessy, Sue. "Supervisors' perspectives on their supervisory relationships : a qualitative analysis." Thesis, University of Hull, 2008. http://hydra.hull.ac.uk/resources/hull:1607.

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This study aims to explore supervisors' perspectives of their supervisory relationships (SRs) with trainee clinical psychologists, particularly the ways in which they enhance these relationships, and identify and resolve problems.A retrospective qualitative design was used, and clinical psychologists with experience of a range of SRs with trainees participated in the study. Method: Twelve supervisors completed a semi-structured interview about their effective and ineffective SRs with trainees. The data was analysed using Grounded Theory.Three core categories were highlighted regarding the quality of the SR's contextual influences, the flow of supervision and core relational factors. Contextual influences, which influenced the development of the SR included the team or service context, the training course and individual factors the supervisor and trainee contribute to the relationship. The flow of supervision incorporated the supervisor's investment in the SR and the trainee's openness to learning. The core relational factors of the SR incorporated interpersonal connection, emotional tone and the degree of openness, honesty, safety and trust. The findings suggested a reciprocal relationship between the core relational factors, the supervisor's investment in the SR, and the trainee's openness to learning. Strains in the SR can occur in any of the three categories, and the findings suggest that the supervisor's investment in the SR and the trainee's openness to learning improve the chances of problems being resolved. A resolution cycle was highlighted which incorporated noticing the problem, gathering information, formulating and intervening.The findings are discussed in relation to relevant theory and research. The implications for future research, theory and training are highlighted.
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Tanaka, Hideyuki. "The Relationship between Supervisors' Power Bases and Supervisory Styles." ScholarWorks@UNO, 2009. http://scholarworks.uno.edu/td/1025.

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Despite its critical role in counselor training, empirical research on clinical supervision is generally limited (Bernard & Goodyear, 2003; Ellis & Ladany, 2007). This is also applied to an area of power dynamics in supervision. This study tested the relationship between the two aspects of power dynamics; namely, supervisors' power bases (i.e., sources of influencing others) and supervisory styles (i.e., typical ways of shaping supervision), based on the system's approach to supervision model (Holloway, 1995). This research was a correlational design. Students in masters' and doctoral counseling programs were asked to respond to an online questionnaire packet via Survey MonkeyTM. Of those who responded, 492 students who took supervision with professor or doctoral student supervisors constituted the sample. Varied numbers of participants were used for each analysis after missing or extreme data were deleted. Supervisors' usage of power bases and supervisory styles were measured by the adopted version of Interpersonal Power Inventory (Raven, Schwarzwald, & Koslowsky, 1998) and Supervisory Style Inventory (SSI; Friedlander & Ward, 1984), respectively. In part 1, results of factor analyses revealed four first-order power factors and two higher-order power factors (Soft & Harsh). Schmeid-Leiman's (1957) solution was also applied. In part 2, result of correlation analysis in revealed that supervisors' usage of Soft or Soft-type power factor (Idealized Expert) was moderately positively correlated to all three supervisory styles but that usage of Harsh or Harsh-type factors (Compensatory Obligation, Relational Power, & Collaborative Alliance) was only weakly correlated to supervisory styles, for majority of supervisors. Similarly, results of regression analyses revealed that supervisory styles did not significantly predict supervisors' usage of Harsh factor, but both supervisory styles and usage of ix Harsh factor significantly predicted usage of Soft factor at moderate and strong level, respectively. The interpersonally-sensitive styles predicted Soft factor slightly more strongly than the other styles. It was concluded that supervisors who engaged in supervision with any one of three supervisory styles also tended to use more Soft or Soft-type factor when there are disagreements, but rarely used Harsh or Harsh types.
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Smith, Justin. "Training supervisors and supervisor factors associated with positive supervision outcomes." Online full text .pdf document, available to Fuller patrons only, 2004. http://www.tren.com.

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Harkins, Melanie Rose. "Shame in the Supervisory Hour: Do Supervisors Sense What is Hidden?" Antioch University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1601325563968879.

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Vanderman, Aysha. "How can the supervisory relationship facilitate perceptions of effective supervision for trainee educational psychologists." Thesis, University of Exeter, 2017. http://hdl.handle.net/10871/34528.

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The supervisory relationship is reported to be fundamental in determining whether the goals of supervision are met. Its role is said to surpass any methods or approaches used (Kilminster and Jolly, 2000). In educational psychology the supervisory relationship with trainees has not been explored in any depth. This study aims to explore how both trainees and supervisors experience the relationship. An onus is placed on exploring the effective features of the relationship, with a view to enhance practice. In phase 1, interpretative methodology was applied to identify newly qualified educational psychologists’ experiences of their practicum based supervision when they were in year three of their training. Main themes described are participants needing to feel accepted by their supervisor, the supervisor acting from within professional, personal and nurturing based roles, feeling connected with the supervisor, being open and disclosing with the supervisor and how service culture impacts supervision. The power dynamic between trainee and supervisor appeared to significantly impact on key features of the relationship The themes from phase 1 were presented to supervisor participants in phase 2. Interpretative methodology was used to explore supervisors’ perceptions of these themes. Overall, supervisors appeared to like relationships which were mutual and reciprocal. Implications for practice are explored e.g. the need to facilitate authenticity and open dialogue in the relationship. Limitations of the study include 1) piloting the interview process with a non-educational psychology professional who does not have experience of the context of trainee educational psychology supervision 2) possible disadvantages of knowing some of my participants 3) accessing supervisory experiences related to just year 3 of training and 4) inconsistency in criteria for participation, i.e. not all participants had been working with the same supervisor or trainee for year both years 2 and 3 of the training programme.
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Ragsdale, Judith Ray. "Educating clinical pastoral education supervisors a grounded theory study of supervisory wisdom /." [Yellow Springs, Ohio] : Antioch University, 2008. http://www.ohiolink.edu/etd/view.cgi?acc_num=antioch1205193710.

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Thesis (Ph.D.)--Antioch University, 2008.
Title from PDF t.p. (viewed August 4, 2008). Advisor: Elizabeth Holloway, Ph.D. "A dissertation submitted to the Ph.D. in Leadership and Change program of Antioch University in partial fulfillment of the requirements for the degree of Doctor of Philosophy January 2008."--from the title page. Keywords: supervision, pastoral care, supervisory education, clinical pastoral education, chaplains, grounded theory, clergy Includes bibliographical references (p. 180-187).
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Hutman, Heidi. "Supervisee Nondisclosure| Do Supervisors' Multicultural Competence and the Supervisory Working Alliance Matter?" Thesis, State University of New York at Albany, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3736285.

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This study sought to understand the circumstances under which supervisee nondisclosure (SND; e.g., Siembor, 2012) is more or less likely to occur by identifying potential constructs that may relate to SND. Specifically, this study investigated the extent to which supervisees? perceptions of the supervisory working alliance (SWA; Bahrick et al., 1991) and supervisor multicultural competence (SMC; Inman, 2006) contributed uniquely and jointly to SND. Accordingly, it was hypothesized that the SWA would be uniquely and inversely related to SND controlling for SMC and that supervisee perceptions of SMC would be uniquely and inversely related to SND controlling for the SWA. It was further hypothesized that the SWA and SMC would contribute jointly and inversely to SND. A sample (N = 221) of predominantly White (68.2%), female (80.0%), psychology (74.7%) trainees participated in a study on their experiences in multicultural clinical supervision. Consistent with theorizing, SMC and the SWA significantly contributed jointly and inversely to SND, accounting for 42% of the variability in SND. In addition, the inverse and unique relation between the SWA and SND was significant, with a large effect size of 23%, supporting previous research investigating this association (e.g., Ladany et al., 1996; Mehr et al., 2010). Unexpectedly, supervisee ratings of SMC did not contribute uniquely to SND, with none of the variance in SND accounted for by SMC. From a descriptive standpoint, it was noteworthy that the findings differed markedly from previous research (e.g., Ladany et al., 1996; Yourman & Farber, 1996) in that the overall level of SND was much lower and the types of SND most frequently identified in the literature (i.e., clinical mistakes and negative reactions to supervision) were endorsed at much lower rates or were not applicable for this sample. Implications of the findings for research, theory, practice, and training, are discussed.

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Ragsdale, Judith R. "Educating Clinical Pastoral Education Supervisors: A Grounded Theory Study of Supervisory Wisdom." Antioch University / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1205193710.

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Books on the topic "Supervisori"

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Bittel, Lester R. What every supervisor should know: The basicsof supervisory management. 5th ed. New Delhi: Tata McGraw-Hill, 1985.

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Mary, Parker. Supervisor constructs and supervisory style as related to theoreticalorientation. [Guildford]: [University of Surrey], 1990.

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Science and Engineering Research Council., ed. Research student and supervisor: An approach to good supervisory practice. Swindon: Science and Engineering Research Council, 1989.

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What every supervisor should know: The basics of supervisory management. 5th ed. New York: Gregg Division, McGraw Hill, 1985.

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Bittel, Lester R. What every supervisor should know: The basics of supervisory management. 5th ed. New York: McGraw-Hill, 1985.

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Kirkpatrick, Donald L. How to train and develop supervisors. New York: AMACON, 1993.

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United States. Veterans Administration. Office of Personnel and Labor Relations. Supervisory training program: The supervisor and EEO/affirmative action -- unit XII. Washington, DC: Veterans Administration, Office of Personnel and Labor Relations, 1988.

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United States. Veterans Administration. Office of Personnel and Labor Relations. Supervisory training program: The supervisor and labor-management relations, unit VII. Washington, D.C: Office of Personnel and Labor Relations, 1986.

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W, Newstrom John, ed. What every supervisor should know: The complete guide to supervisory management. 6th ed. New York: McGraw-Hill, 1990.

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L, Guengerich Steven, and Ruef Adam T, eds. NetWare supervisor's guide: The definitive technical reference for NetWare supervisors. New York, N.Y: M&T Books, 1995.

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Book chapters on the topic "Supervisori"

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Fiennes, Toby. "Supervisory Implications of Islamic Banking: A Supervisor's Perspective." In Islamic Finance, 247–56. 2 Clementi Loop, #02-01, Singapore 129809: John Wiley & Sons (Asia) Pte Ltd, 2012. http://dx.doi.org/10.1002/9781118390443.ch12.

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Anderson, Peter, Levon Blue, Thu Pham, and Melanie Saward. "Undoing Commonly Held Beliefs About Indigenous HDR Students." In SpringerBriefs in Education, 91–103. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-5178-7_7.

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AbstractThis chapter draws on our experience facilitating the National Indigenous Research and Knowledges Network (NIRAKN) capacity-building workshops. During these workshops, we continually heard what we refer to as “the three myths about what an Indigenous HDR student ought to be doing”. The three myths are that an Indigenous HDR student needs to be: (1) supervised by an Indigenous supervisor; (2) using Indigenous research methodologies; and (3) researching Indigenous issues. Following these workshops, we sought to understand the needs and experience of Indigenous higher degree by research (HDR) students and supervisors of Indigenous HDR students. Informing this chapter are group discussions, written responses and surveys conducted with Indigenous HDR students (n = 66) and supervisor of Indigenous HDR students (n = 33). In this chapter, we argue against these myths to demonstrate that discipline expertise and/or methodological expertise is the most important variable that determines how all HDR students are paired with supervisors. We also argue that it is harmful and racist to expect Indigenous HDR students to use a prescribed methodology that is race-based. And that, the assumption that Indigenous HDR students should be researching Indigenous matters rather than their own research interests is problematic.
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Bednarski, Piotr, and Dariusz Starnowski. "Home and Host Supervisors’ Relations— A Host Supervisor’s Perspective." In Rapid Credit Growth in Central and Eastern Europe, 339–45. London: Palgrave Macmillan UK, 2007. http://dx.doi.org/10.1057/9781137001542_22.

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Weik, Martin H. "supervisor." In Computer Science and Communications Dictionary, 1690. Boston, MA: Springer US, 2000. http://dx.doi.org/10.1007/1-4020-0613-6_18581.

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Klampfer, Florian. "Online-Supervison im Gruppenchat – Eine Herausforderung für Supervisor und Supervisanden." In Handbuch Online-Beratung, 143–54. Göttingen: Vandenhoeck & Ruprecht GmbH & Co. KG, 2009. http://dx.doi.org/10.13109/9783666401541.143.

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Cai, Kai, and W. Murray Wonham. "Introduction." In Supervisor Localization, 1–11. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-20496-3_1.

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Cai, Kai, and W. Murray Wonham. "Localization: Fundamental Results." In Supervisor Localization, 13–38. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-20496-3_2.

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Cai, Kai, and W. Murray Wonham. "Localization: Further Results and Examples." In Supervisor Localization, 39–71. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-20496-3_3.

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Cai, Kai, and W. Murray Wonham. "Localization for Large-Scale Systems." In Supervisor Localization, 73–101. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-20496-3_4.

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Cai, Kai, and W. Murray Wonham. "Case Study: Production Cell." In Supervisor Localization, 103–26. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-20496-3_5.

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Conference papers on the topic "Supervisori"

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Wright, Angela Siobhan. "The Challenge of Research Supervision: The Experience of Lecturers in Various Academic Disciplines." In Sixth International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.11234.

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Research supervision is the highest level of teaching for academics. Yet, in many cases, academics are allocated supervision without any formal training. For many supervisors, their supervision approach will be a mirror of what they have experienced themselves at post-graduate levels. Many supervisors consider that this form of teaching is stressful and onerous due to the responsibility placed on it by the Higher Education Institution and the student ultimately. What can be done to support supervisors in their supervisory journey? There is a void in the academic literature on research supervision with scant aids available to the supervisor (Cullen, 2009). Brew and Boud (1995) outline the importance of instructor knowledge; however, supervisors only gain extensive supervisory experience over the years. The aim of this study is to better understand the supervisory process. Data was gathered from 12 lecturers engaged in supervision across various disciplines. Findings indicate that supervisors need to adopt and continually change to differing circumstances and different student personalities while supervising. It is essential that formal supervisory training be provided for all supervisors. The findings from this evaluation are novel and will be beneficial to research supervisors across various disciplines. Keywords: Research Supervision, Multi-Disciplinary, Reflection.
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Alshahrani, Amer, and Mariam Mohamad. "ONLINE SUPERVISION FOR PH.D. STUDENTS IN SAUDI ARABIA: A REVIEW BETWEEN IDEALISM AND REALISM." In eLSE 2018. ADL Romania, 2018. http://dx.doi.org/10.12753/2066-026x-18-048.

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Supervision is the process of guiding postgraduates throughout their research by engaging in active communication to understand a concept. Ph.D supervisors help the student to decide on clear topics with manageable objectives. Students interact with supervisors with the aim of getting the necessary guidance related to their research works. Online supervision is a comparably new form of student-teacher interaction, the rules of this kind of supervision are not yet fully defined. This paper provides a review of PhD supervision importance as a fundamental part in the preparation of Ph.D students for research both at postgraduate level and in the wider community. The role and responsibilities of the research supervisor differ from one university to another, and there are many different forms of supervision. It is necessary to attain a balance between supporting a new researcher and making them self-independent. Internet-based supervision is the process of interacting between the supervisor and the researcher to discuss the progress of research, where online supervision is the process of communicating and discussing pre-defined goals that involves student-instructor active participation and interaction through online means. Idealism is an educational philosophy concept that concentrates on thinking and how human beings produce knowledge from within. Supervision realism is the relatively conflict-free, transference-free, undistorted interactions or experiences (internal and external) of supervisor and supervisee that occur by means of the supervisory relationship. This article will focus on the online supervision of PhD students in Saudi Arabia, it will also conduct a review of online supervision idealism and realism.
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Penman, Joy, and Glenna C Lear. "Over Mountain Tops and Through the Valleys of Postgraduate Study and Research: A Transformative Learning Experience from Two Supervisees’ Perspectives [Abstract]." In InSITE 2020: Informing Science + IT Education Conferences: Online. Informing Science Institute, 2020. http://dx.doi.org/10.28945/4547.

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Aim/Purpose: [This Proceedings paper was revised and published in the journal "Issues in Informing Science and Information Technology,"16, 21-40.] The purpose of this paper is to illuminate the learning that happens in assuming a supervisee’s role during the postgraduate study. Background: The facilitators and barriers students encountered while pursuing postgraduate studies, strategies to achieve success in postgraduate studies, and how to decrease attrition rates of students, have been sufficiently explored in literature. However, there is little written about the personal and professional impact on students when they are being supervised to complete their postgraduate studies. Methodology: Autoethnographic method of deep reflection was used to examine the learning that transpired from the supervisee’s perspective. Two lecturers (a Senior Lecturer in Nursing and an Aboriginal Tutor) focused on their postgraduate journeys as supervisees, respectively, with over 30 years of study experience between them, in Australia and abroad. Contribution: Future postgraduate students, researchers, would-be supervisors and experienced supervisors could learn from the reflections of the authors’ postgraduate experiences. Findings: Four themes surfaced, and these were Eureka moments, Critical friend(s), Supervisory relationship, and Transformative learning. The authors highlighted the significance of a supervisory relationship which is key to negotiating the journey with the supervisor. Essential for these students also were insights on finding the path as well as the destination and the transformative aspects that happened as a necessary part of the journey. Conclusion. The postgraduate journey has taught them many lessons, the most profound of which was the change in perspective and attitude in the process of being and becoming. Personal and professional transformative learning did occur. At its deepest level, the authors’ reflections resulted in self-actualization and a rediscovery of their more authentic selves. Recommendations for Practitioners: This article highlights the importance of the supervisory relationship that must be negotiated to ensure the success of the candidate. Reflections of the transformation are recommended to support the students further. Recommendation for Researchers: Quality supervision can make a significant influence on the progress of students. Further research on the supervisory relationship is recommended. Impact on Society: The support in terms of supervision to ensure postgraduate students’ success is essential. Postgraduate students contribute to the human, social, professional, intellectual, and economic capital of universities and nations globally. Future Research: Further reflections of the transformative learning will advance the understanding of the personal and professional changes that occur with postgraduate supervision.
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Sahar, Rafidah, and Nur Nabilah Abdullah. "Conceptualising Doctoral Supervision in Malaysia as a Small Culture." In GLOCAL Conference on Asian Linguistic Anthropology 2020. The GLOCAL Unit, SOAS University of London, 2020. http://dx.doi.org/10.47298/cala2020.2-2.

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Research on doctoral supervision in the field of Intercultural Communication has traditionally been applied to cross-cultural comparison, particularly across national systems and cultural boundaries. However, recent years have witnessed that such comparison is being challenged and re-analysed in light of potential risk of over generalisation and stereotyping in its observation. In this research, we consider the relevance of small cultures (Holliday 1994, 1999) as an alternative approach to conceptualise doctoral supervisory practice as a dynamic on-going group process through which its members make sense of and operate purposefully within particular contexts and shared behaviours. Narrative-based qualitative research was designed to generate and analyse the data. The participants were a purposive sample of six recently graduated PhD students at a Malaysian public university. One-on-one narrative interviews were conducted with the students to gather their supervisory narratives. Analyses of the students’ transcripts were completed using a holistic-content approach (Lieblich et al. 2008). Findings reveal a distinct set of behaviours and understandings that constitute the cultures of supervisory practice in the Malaysian university context. Through the notion of small cultures, this research proposes that cultures of PhD supervision can be best understood through an analysis of shared norms, behaviours and values between students and supervisors during supervisory practice. This research hopes that the move from a focus on large culture (i.e. Malaysianness per se) to a focus on the meaning-making process between students and supervisors from different backgrounds can assist education practitioners such as PhD supervisors to avoid stereotyping and overgeneralising.
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İstifçi, Assist Prof Dr İlknur. "Reflections of Supervisors on Their Supervisory Styles." In Annual International Conference on Language, Literature & Linguistics. Global Science & Technology Forum (GSTF), 2012. http://dx.doi.org/10.5176/2251-3566_l312169.

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Rohimah, Yoyom Siti, and Ricky Agusiadi. "PELAKSANAAN SUPERVISI PEMBELAJARAN DI SMPN 2 PARIGI." In Seminar Sosial Politik, Bisnis, Akuntansi dan Teknik (SoBAT) ke-3. LPPM USB YPKP, 2021. http://dx.doi.org/10.32897/sobat3.2021.7.

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Pelaksanaan Supervisi pembelajaran di SMPN 2 Parigi menjadi penting. Supervisi pembelajaran merupakan proses, usaha dan hasil yang dapat membantu guru untuk lebih profesional dalam meningkatkan kualitas pembelajaran yang diberikan kepada siswa di SMPN 2 Parigi, sehingga SMPN 2 Parigi membutuhkan supervisor yang profesional dan handal. Pencapaian target dalam pelaksanaan supervisi pembelajaran di SMPN 2 Parigi harus memperhatikan beberapa hal yaitu tujuan dari supervisi, prinsip supervisi, teknik supervisi, fungsi supervise, permasalahan supervisi, pemecahan masalah supervisi agar dapat meningkatkan kualitas pendidikan di SMPN 2 Parigi.
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Howes, C. Susan, and Robert W. Taylor. "A Competency-Based Approach to Addressing the Leadership Gap in the Oil and Gas Industry." In SPE Annual Technical Conference and Exhibition. SPE, 2021. http://dx.doi.org/10.2118/206302-ms.

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Abstract As oil and gas industry technical professionals land their first supervisory roles, gaps in their leadership skills often become apparent. Years of technical education and training have prepared them well for roles as individual technical contributors, but stronger business, management, and leadership skills are needed as they move into emerging leadership roles in which they direct others. Competency assessments of first-level supervisors and mid-career experienced hires are conducted to determine mission-critical leadership gaps. This process is done in alignment with competency-focused job descriptions that enumerate key soft skills needed in each leadership role and build on a sound foundation of technical competency. Bringing emerging leaders together as a group enhances their networking opportunities as they advance through the program; including experienced hires helps them become attuned to the company's management style. Learning opportunities can include face-to-face instruction, webinars, e-learning, online resources, exercises, business simulations, and coaching and mentoring. Building future leaders is key to succession planning. Introducing experienced hires to the leadership styles of the company ensures the successful integration of new talent into the team. A competency-based approach to assessing emerging leaders provides the roadmap for creating a deep bench of candidates for future roles in executive management. Experienced instructors and mentors are crucial to ensuring the leadership program delivery is aligned with the corporate mission, vision and values. The delivery of the leadership development program can be self-sustaining if program graduates and external expert facilitators are incorporated into the delivery of the program to future cohorts. Technical professionals progress through supervisory/management positions on their respective career ladders primarily by ‘learning on the job' rather than through formal training. This paper looks at differences between the current state of supervisory development and what professionals actually need in leadership skills. These are new skills needed for transitioning from supervisor/manager to an effective leader. New methods of digital delivery allow greater interaction between participants and instructors. Building an innovative leadership development program enhances the company's brand and attracts and retains top talent.
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Davydov, A., A. Larionov, and N. Nagul. "Logic inference based construction of a supervisor for a discrete event system." In The International Workshop on Information, Computation, and Control Systems for Distributed Environments. Crossref, 2020. http://dx.doi.org/10.47350/iccs-de.2020.05.

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The paper provides a general view on the original logical inference based approach to dealing with discrete event systems as subject to supervisory control theory. The approach proposes a representation of automata-based discrete event system as a positively constructed formula and implementation of the calculus of positively constructed formulas. The stages of a supervisor construction are illustrated with a simplified model of an autonomous underwater vehicle operational modes switching. The supremal controllable sublanguage of the specification and the supervisor are constructed.
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Davydov, A., A. Larionov, and N. Nagul. "PCF-based formalization of the parallel composition of automata." In The International Workshop on Information, Computation, and Control Systems for Distributed Environments 2019. Crossref, 2019. http://dx.doi.org/10.47350/iccs-de.2019.03.

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The paper demonstrates how the automatic theorem proving technique of the PCF calculus is applied to construct parallel composition of automata. Parallel composition plays an essential role in the supervisory control theory at different stages of systems and supervisors design. Improved formalization of discrete event systems as positively-constructed formulas along with auxiliary predicates, serving for accessibility of the automaton checking, simplify parallel composition construction.
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Alex, Joseph, Barmeshwar Vikramaditya, and Bradley J. Nelson. "A Virtual Reality Teleoperator Interface for Assembly of Hybrid MEMS Prototypes." In ASME 1998 Design Engineering Technical Conferences. American Society of Mechanical Engineers, 1998. http://dx.doi.org/10.1115/detc98/mech-5836.

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Abstract In this paper we describe a teleoperated microassembly workcell that integrates a VRML-based virtual microworld with visual servoing micromanipulation strategies. Java is used to program the VRML-based supervisory interface and to communicate with the microassembly workcell. This provides platform independence and allows remote teleoperation over the Internet. A key aspect of our approach entails the integration of teleoperation and visual servoing strategies. This allows a supervisor to guide the task remotely, while visual servoing strategies compensate for the imprecisely calibrated microworld. Results are presented that demonstrate system performance when a supervisor manipulates a microobject remotely. Though Internet delays impact the dynamic performance of the system, teleoperated relative parts placements with submicron precision is successfully demonstrated.
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Reports on the topic "Supervisori"

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Gary D. Storrick and Bojan Petrovic. Supervisory Control Strategy Development. Office of Scientific and Technical Information (OSTI), February 2007. http://dx.doi.org/10.2172/933159.

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ARMY SAFETY CENTER FORT RUCKER AL. Civilian Supervisors Resource Manual. Fort Belvoir, VA: Defense Technical Information Center, March 1988. http://dx.doi.org/10.21236/ada382683.

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Nelson, Matthew A., Dmitry Keselman, and Joseph F. Longo. BioWatch SMS Supervisor Guide. Office of Scientific and Technical Information (OSTI), July 2013. http://dx.doi.org/10.2172/1093941.

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Sale, Brittany. Predictors of Family-Supportive Supervisor Behaviors: Supervisor Job Stress and Work-Family Climate. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.276.

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Frederiksen, Anders, Lisa Kahn, and Fabian Lange. Supervisors and Performance Management Systems. Cambridge, MA: National Bureau of Economic Research, April 2017. http://dx.doi.org/10.3386/w23351.

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Chochoms, Michael. Respirators: Supervisors Self-Study #43442. Office of Scientific and Technical Information (OSTI), April 2016. http://dx.doi.org/10.2172/1248126.

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French, David A. Leadership Development: A Supervisory Responsibility. Fort Belvoir, VA: Defense Technical Information Center, April 2000. http://dx.doi.org/10.21236/ada388191.

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Mahoney, Luke. An Examination of Daily Family-Supportive Supervisor Behaviors, Perceived Supervisor Responsiveness and Job Satisfaction. Portland State University Library, May 2020. http://dx.doi.org/10.15760/etd.7311.

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Lemmon, Michael. Supervisory Control of Networked Control Systems. Fort Belvoir, VA: Defense Technical Information Center, January 2006. http://dx.doi.org/10.21236/ada442404.

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Flach, John, Peter Venero, Thomas Hughes, and Allen J. Rowe. Supervisory Control Information Management Research (SCIMR). Fort Belvoir, VA: Defense Technical Information Center, June 2013. http://dx.doi.org/10.21236/ada589931.

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