Supervisors\u27 Reports of the Effects of Supervisor Self-Disclosure on Supervisees

Using consensual qualitative research, researchers interviewed 16 supervisors regarding their use of self-disclosure in supervision. Supervisors reported that their prior training in supervisor self-disclosure (SRSD) came via didactic sources and encouraged judicious use of SRSD. Supervisors used SRSD to enhance supervisee development and normalize their experiences; supervisors did not use SRSD when it derailed supervision or was developmentally inappropriate for supervisees. In describing specific examples of the intervention, SRSD occurred in good supervision relationships, was stimulated by supervisees struggling, was intended to teach or normalize, and focused on supervisors\u27 reactions to their own or their supervisees\u27 clients. SRSD yielded largely positive effects on supervisors, supervisees, the supervision relationship, and supervisors\u27 supervision of others

How calibration committees can mitigate performance evaluation bias: An analysis of implicit incentives

While prior research on performance evaluation bias has mainly focused on the determinants and consequences of rating errors, we investigate how a firm can provide implicit incentives to supervisors to mitigate these errors via its calibration committee. We empirically examine the extent to which a calibration committee incorporates supervisors' evaluation behavior with respect to their subordinates in the performance evaluation outcomes, i.e., performance ratings and promotion decisions, for these supervisors. In our study, we distinguish between lack of skills and opportunism as two important facets of evaluation behavior, which we expect the calibration committee to address differently. Using panel data of a professional service firm, we show that supervisors' opportunistic behavior to strategically inflate subordinates' performance ratings is disciplined through a decrease in the supervisors' own performance rating, while the supervisors' skills to provide less compressed and thus more informative performance ratings is rewarded through a higher likelihood of promotion.Series: Department of Strategy and Innovation Working Paper Serie

From psychotherapist to supervisor

This study is a part of an ongoing research project examining group supervision in psychotherapy. The study was performed in a postgraduate training program for prospective supervisors. The two-year supervisor training program included theory seminars as well as group supervision of the prospective supervisor’s supervision of a trainee who had a patient in psychotherapy. The training program was based on psychoanalytic theory and the psychotherapy conducted was psychoanalytically oriented. Supervisees´ and supervisors´ experiences of the learning process, supervision format in group and supervisor styles were explored in semi-structured interviews. Both supervisees and supervisors emphasized the importance of a specific training program for psychotherapists who intend to work as supervisors. The didactic aspects of supervision were pointed out. The group format was experienced as particularly suitable for this training level. The “super-supervisor’s” style was important as a role model for the supervisors in training

Enhancing postgraduate supervision through a process of conversational inquiry

This paper outlines and begins to evaluate a process to build a critical and reflective community of postgraduate supervisors who can develop their supervision practice through reflective conversations, with the sharing of best practice and reference to research-based evidence. In 2009, the initiative of the Postgraduate Supervisors’ Conversations was set up through the collaboration of the Pro-Vice Chancellor (Postgraduate) and the Teaching Development Unit at the University of Waikato, New Zealand. We designed this initiative to complement the compulsory workshops for postgraduate supervisors that are intended to provide foundation skills. We aimed to create a professional development opportunity that could enhance supervisors’ capacity to manage the ongoing interpersonal and academic complexity of the supervision process as well as its dynamic character. This paper outlines the rationale for the Postgraduate Supervisors’ Conversations, describes its implementation and discusses the implications of an initial evaluative focus group discussion with attendees

Subject: Supervisors and Managers

Compiled by Susan LaCette.Supervisors.pdf: 1059 downloads, before Oct. 1, 2020

Design of asynchronous supervisors

One of the main drawbacks while implementing the interaction between a plant and a supervisor, synthesised by the supervisory control theory of \citeauthor{RW:1987}, is the inexact synchronisation. \citeauthor{balemiphdt} was the first to consider this problem, and the solutions given in his PhD thesis were in the domain of automata theory. Our goal is to address the issue of inexact synchronisation in a process algebra setting, because we get concepts like modularity and abstraction for free, which are useful to further analyze the synthesised system. In this paper, we propose four methods to check a closed loop system in an asynchronous setting such that it is branching bisimilar to the modified (asynchronous) closed loop system. We modify a given closed loop system by introducing buffers either in the plant models, the supervisor models, or the output channels of both supervisor and plant models, or in the input channels of both supervisor and plant models. A notion of desynchronisable closed loop system is introduced, which is a class of synchronous closed loop systems such that they are branching bisimilar to their corresponding asynchronous versions. Finally we study different case studies in an asynchronous setting and then try to summarise the observations (or conditions) which will be helpful in order to formulate a theory of desynchronisable closed loop systems

Reality Check: Seventeen Million Reasons Low-Wage Workers Need Strong Protection from Harrassment

In a recent five-to-four decision in Vance v. Ball State University, the Supreme Court watered down workplace protections from harassment. The Court held that supervisors who direct daily work activities - but lack the power to hire and fire - are mere coworkers, and that the tougher legal standard that applies in cases of coworker harassment also applies to harassment by these lower-level supervisors. The Court's cramped definition of supervisor ignores workplace realities, with negative consequences for millions of workers.The reality is that most lower-level supervisors have significant authority over their subordinates, even though they do not have the power to hire and fire. The report provides new data analysis showing that there are more than three million of these lower-level supervisors for more than 17 million low-wage workers - virtually all of the low-wage workforce. And another three million lower-level supervisors oversee millions of workers who do not earn low wages.The Vance decision puts all workers who are harassed by lower-level supervisors between a rock and a hard place. And it may be particularly damaging to workers in low-wage jobs who are very likely to report to a lower-level supervisor and especially vulnerable to harassment. These workers know that they may be putting their jobs on the line by reporting harassment. For those still willing to take the brave step of trying to hold their employers accountable despite the risk involved, they now stand a good chance of having their cases thrown out for failure to meet the definition of supervisor adopted in Vance. And their employers have fewer incentives to prevent and remedy harassment by lower-level supervisors, making harassment more likely to occur. The Center's report documents how the Vance decision is divorced from current workplace realities, with a particular focus on the low-wage workplace. The report offers a glimpse into the post-Vance future by chronicling cases of egregious harassment by lower-level supervisors in which women lost in court because the courts held that their harassers were coworkers, rather than supervisors. The report then highlights practical steps that Congress, states, and the Equal Employment Opportunity Commission can take to address the mismatch between current law and workplace realities

New communication media challenges for supervisors and external doctoral students

This study investigated perceptions of doctoral students and supervisors in an Australian university about communication challenges in doctoral distance education, frequency of communication between candidate and supervisors, satisfaction with meetings or communication, use of communication media and use of new types of personal media of communication. Forty-one doctoral students and nine supervisors confirmed their reliance on email communication via responses on a communications survey. Subtle differences emerged between the perceptions of doctoral students and their supervisors with reference to the adaptation of distance learning materials, the mix of synchronous and asynchronous interaction, and the use of new media of communication in the university. There was a less than positive perception of the use of discussion boards or online communities as learning tools

School Counseling Site Supervisor Training: An Exploratory Study

This study explored the supervision training needs of site supervisors of master’s program school counseling interns via the construct of selfefficacy. Using the Site Supervisor Self-Efficacy Survey developed for this study, the authors surveyed school counseling site supervisors in the states of Oregon and Washington (N = 147) regarding their hours of supervision training and their supervisor self-efficacy. Results indicated that 54% of school counseling site supervisors had little or no counseling supervision training. Supervisor self-efficacy appeared to be relatively strong, consistently so for school counseling site supervisors with over 40 hours of supervision training. A partial correlation indicated a slightly positive relationship between the hours of supervision training received and perceived self-efficacy regarding supervision. Implications regarding school counseling site supervisor training and future research are offered