Relevant bibliographies by topics / The role of supervisors

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  2. Dissertations / Theses
  3. Books
  4. Book chapters
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Academic literature on the topic 'The role of supervisors'

Author: Grafiati
Published: 5 June 2025
Last updated: 24 June 2025

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Journal articles on the topic "The role of supervisors"

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Ghazali, Nor Mazlina, Wan Marzuki Wan Jaafar, and Azzahrah Anuara. "Supervision Outcomes as Predictor to The Supervisory Relationship and Supervision Contextual Factors: Study on The Internship Trainee Counsellors." MATEC Web of Conferences 150 (2018): 05073. http://dx.doi.org/10.1051/matecconf/201815005073.

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The purpose of this study was to investigate the influence of the supervisory relationship and contextual supervision factors on the supervision outcomes among trainee counsellors. Respondents were 120 trainee counsellors and 18 supervisors from four public universities in Malaysia. Eight instruments were used in measuring the variables. The Supervisory Working Alliance Trainee Inventory (SWAI-T) was administered to measure the supervisory working alliance among trainee counsellors and the Role Conflict Role Ambiguity Inventory (RCRAI) was administered to measure the role conflict among trainee counsellors. Meanwhile, the Supervision Interaction Questionnaire – Supervisee and Supervisor Inventory (SIQ-S) was used to measure the interaction between trainee counsellors and supervisor and the Counsellor Rating Form – Short (CRF-S) was used to measure the characteristics of the supervisors in supervision. The Selective Theory Sorter (STS) inventory was used to measure the counselling orientations among the trainee counsellors and supervisors whereas the Multicultural Counselling Knowledge and Awareness Scale (MCKAS) measures the knowledge and awareness toward multicultural counselling among trainee counsellors. The Supervision Outcomes Survey (SOS) and the Counsellor Performance Inventory (CPI) were utilized to measure the satisfaction and performance among trainee counsellors. Results have revealed that there was a significant correlation between the supervisory relationship (supervisees’ working alliance, supervisees’ role conflict, supervision interaction, supervisors’ attributes) and supervision outcomes, r (118) = .53; p < .05. Other factors that have contributed to the significant correlations of supervision outcomes were supervisees’ working alliance, supervisees’ role conflict, and supervisors’ attributes, r(120) = .55; p < .05; r (120) = .21; p < .05; and r (116) = .50; p < .05 respectively. However, the result has shown that there was no significant correlation between the supervision contextual factors (supervisees’ and supervisors’ counselling orientation and supervisees’ cultural knowledge and awareness) and supervision outcomes. The Multiple Regression analyses reported that the supervisory relationship had an influence on the supervision outcomes, R2 = .28, F (1,105) = 40.2, p < .05. Meanwhile, the supervision contextual factors had no influence on the supervision outcomes. Based on the research findings, the model signified that the supervision process could bring out changes in the supervisees. Practically, the supervisees’ working alliance was a significant factor that has influenced the supervisees’ development. Therefore, the academic supervisor should consider the supervisees’ role conflict, supervision interaction, and supervisors’ attributes during supervision. It is recommended that the differences between supervision interaction of the supervisors and the supervisees are to be examined in the future research.
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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 (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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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 (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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Son, SuJin. "The role of supervisors on employees’ voice behavior." Leadership & Organization Development Journal 40, no. 1 (2019): 85–96. http://dx.doi.org/10.1108/lodj-06-2018-0230.

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PurposeDrawing on social learning theory and social information processing theory, the purpose of this study is to examine how perceived supervisor’s voice behavior relates to employees’ own voice behavior both directly and indirectly through trust in supervisor. In particular, this study also investigates the moderating role of gender in the relationship between trust in supervisor and employee voice behavior. Further, this study proposes that gender moderates the indirect effect of perceived supervisor’s voice behavior on employee voice behavior via trust in supervisor.Design/methodology/approachThe proposed hypothesis was tested by using hierarchical regression analyses and Hayes’ PROCESS macro.FindingsThe results show that perceived supervisor’s voice behavior is positively related to an employee’s own voice behavior and trust in supervisors. In particular, trust in supervisors mediates the relationship between perceived supervisor’s voice behavior and employee’s own voice behavior. Additionally, the relationship between trust in supervisor and employees’ voice behavior was stronger for female employees.Originality/valueThe current study investigates employees’ perception of immediate supervisor’s voice behavior that encourages employees to speak up, thereby providing a more nuanced understanding of the factors that facilitate employee voice behavior. In particular, this study advances the understanding of how and why employees’ perception of supervisors’ voice behavior relates to employees’ voice behavior by examining the mediating and moderating factors.
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AbuSaaleek, Atef, and Aied Alenizi. "Exploring EFL Supervisors' Feedback on Postgraduates' Research Proposals: Functions and Foci." Register Journal 16, no. 2 (2023): 207–23. http://dx.doi.org/10.18326/register.v16i2.207-223.

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Supervisory feedback plays a crucial role in supervising research in higher education. Feedback is a crucial component of successful teaching practices in the context of postgraduate research proposal writing. Effective supervisory feedback can promote supervisees' academic writing and enhance the quality of their research proposals. Therefore, this study aimed to examine the feedback functions and feedback foci that EFL supervisors employ in their written feedback when refining postgraduate research proposals. A qualitative approach and simple descriptive quantitative measures were adopted to address the study's aims and estimate the prevalence of feedback forms. The study's sample included (N = 5) supervisors (4 male and 1 female supervisor) supervising postgraduate students as part of the M.A. in Applied Linguistics program. Data were collected from five supervisory feedback reports on postgraduates' research proposals and proposal drafts. The finding revealed that the EFL supervisors predominantly used directive feedback (52%) in their feedback provision instead of referential (30%) and expressive feedback (18%). Additionally, the findings showed that the EFL supervisors primarily focused on content issues (53%), followed by organization (29%) and appropriateness (19%), and the lowest number of supervisory feedback focused on linguistic accuracy (16%). The study provides pedagogical implications for supervisors and recommendations for further studies.
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Shahzad, Shumaila, Muhammad Shabbir Ali, and Umair Ayub. "Perceptions of Supervisors and Supervisees about Supervisor Role and Responsibilities in Student Research Work." Global Social Sciences Review IV, no. II (2019): 356–63. http://dx.doi.org/10.31703/gssr.2019(iv-ii).46.

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The present study seeks to discover the supervisor and supervisees perceptions about supervisor responsibilities in student research work throughout the research process. A selfdeveloped 16 items questionnaire based on the process of thesis work was used to collect data from a sample of 75 supervisors and 200 supervisees who were selected through convenient sampling technique from a university in a metropolitan area of Pakistan. Findings of the study revealed that supervisors held supervisees more responsible for gaining scholarship and selection of topic. On the other hand, supervisees perceive their supervisors to be less responsible for topic selection and decisions regarding recognition for publication. Results of independent sample t-test show wide gap between the perception and expectations of both the groups. It calls for serious actions to be taken by the department. Recommendations and educational implications are given in the research paper.
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Shumaila, Shahzad. "Perceptions of Supervisors and Supervisees about Supervisor Role and Responsibilities in Student Research Work." Global Social Sciences Review 4, no. 2 (2019): 356–63. https://doi.org/10.5281/zenodo.4383447.

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The present study seeks to discover the supervisor and supervisees perceptions about supervisor responsibilities in student research work throughout the research process. A selfdeveloped 16 items questionnaire based on the process of thesis work was used to collect data from a sample of 75 supervisors and 200 supervisees who were selected through convenient sampling technique from a university in a metropolitan area of Pakistan. Findings of the study revealed that supervisors held supervisees more responsible for gaining scholarship and selection of topic. On the other hand, supervisees perceive their supervisors to be less responsible for topic selection and decisions regarding recognition for publication. Results of independent sample t-test show wide gap between the perception and expectations of both the groups. It calls for serious actions to be taken by the department. Recommendations and educational implications are given in the research paper.
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Adedokun, Theophilus, and Funsho Oyetunde-Joshua. "Navigating the Academic Odyssey: Exploring the Role of Supervisors in Supporting Postgraduate Students." Journal of Culture and Values in Education 7, no. 1 (2024): 1–18. http://dx.doi.org/10.46303/jcve.2024.1.

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Postgraduate supervision entails an intensive, one-on-one academic relationship between the supervisor and student. Through this relationship, the supervisor facilitates the student's scholarly development. This study investigates supervisors' roles in supporting postgraduate students from the students’ perspective. This study through in-depth semi-structured interviews with 12 doctoral and masters students at two universities seeks to investigate how postgraduate students perceive and undergo guidance from their supervisors. The factors analyzed include the role of networking and motivational supports provided by supervisors during postgraduate students’ research journey. This study explores the ways supervisors provide career mentoring and networking to prepare students for postgraduate careers, and how they inspire and emotionally assist students through inherent research challenges. The findings identify strengths in supervisory support and areas needing enhancement. The findings indicate that many students desire more hands-on help with methodology and writing and career mentoring emerges as an area where postgraduate support falls short of expectations. The study recommends that supervisor trainings be provided for supervisors and intending ones, and such trainings should be focused on writing guidance, networking, advising and motivation. By implementing such programs, universities can empower supervisors to optimally assist students, thereby enhancing experiences and outcomes.
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Thrasher, Ashley B., Stacy E. Walker, Dorice A. Hankemeier, and Thalia Mulvihill. "Graduate-Assistant Athletic Trainers' Perceptions of the Supervisor's Role in Professional Socialization: Part II." Journal of Athletic Training 51, no. 10 (2016): 771–79. http://dx.doi.org/10.4085/1062-6050-51.11.10.

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Context: Many new athletic trainers (ATs) obtain graduate-assistant (GA) positions to gain more experience and professional development while being mentored by a veteran AT; however, GA ATs' perceptions of the supervisor's role in professional development are unknown. Objective: To explore the supervisor's role in the professional development of GAs in the collegiate setting. Design: Qualitative study. Setting: Phone interviews. Patients or Other Participants: A total of 19 collegiate GAs (15 women, 4 men; average age = 23 ± 0.15 years; National Collegiate Athletic Association Division I = 13, II = 3, III = 2; National Association of Intercollegiate Athletics = 2; postprofessional athletic training program = 5). Data Collection and Analysis: Data were collected via phone interviews and transcribed verbatim. Interviews were conducted until data saturation occurred. Data were analyzed through phenomenologic reduction. Trustworthiness was established via member checks and peer review. Results: Three themes emerged: (1) GAs' expectations of supervisors, (2) professional development, and (3) mentoring and support. Participants expected their supervisors to provide mentorship, support, and feedback to help them improve their athletic training skills, but they also realized supervisors were busy with patient care responsibilities. Most participants felt their supervisors were available, but others believed their supervisors were too busy to provide support and feedback. Participants felt their supervisors provided professional development by teaching them new skills and socializing them into the profession. Furthermore, they thought their supervisors provided mentorship professionally, personally, and clinically. Supervisors supported the participants by standing behind them in clinical decisions and having open-door policies. Conclusions: The graduate assistantship allows new ATs to gain experience while pursuing professional development, mentorship, and support from a supervisor. The extent of development is highly dependent on the supervisor, but most supervisors mentor GAs. When looking for graduate assistantships, future GAs should seek positions in which supervisors actively provide mentoring and professional development.
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Landon, Trenton J., and Jared C. Schultz. "Exploring Rehabilitation Counseling Supervisors’ Role in Promoting Counselor Development of Ethical Fluency." Rehabilitation Counseling Bulletin 62, no. 1 (2017): 18–29. http://dx.doi.org/10.1177/0034355217728912.

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Clinical supervision plays an integral role in the professional development of counselors, particularly for developing their awareness of ethical service delivery and decision making. This grounded theory study queried eight rehabilitation counseling supervisors, four from a state rehabilitation agency and four from a nonprofit community rehabilitation organization. The purpose of the study was to determine supervisor perspectives regarding their role in the development of ethical decision making in their supervisees. The emergent construct from the data is termed ethical fluency. Ethical fluency is a cognitive ability representing the interaction between acculturation knowledge, fluid reasoning, and the speed and accuracy with which ethical dilemmas are recognized and processed. Supervisors in this study reported playing a key role in developing ethical fluency in counselors, and the supervisory working alliance was an integral platform from which to approach discussions on ethics. Recommendations for improved practice and future research are provided.
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Dissertations / Theses on the topic "The role of supervisors"

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Al-Atari, Aref T. M. A. "Role perceptions and role performance of instructional supervisors as perceived by teachers and supervisors in the public schools of Qatar." Thesis, Durham University, 1989. http://etheses.dur.ac.uk/1016/.

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Moates, Kenneth Nathan Harris Stanley G. "The role of perspective taking in leader-member exchange." Auburn, Ala., 2007. http://repo.lib.auburn.edu/EtdRoot/2007/FALL/Management/Dissertation/MOATES_KENNETH_7.pdf.

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Bennett, Mia H. "An Exploration of the Changing Role of Principal Supervisors." Thesis, University of North Texas, 2019. https://digital.library.unt.edu/ark:/67531/metadc1609155/.

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Existing literature provides newly identified responsibilities of the principal supervisor but lacks in information about how districts should strategically spearhead the process of initiating, implementing, and managing the changes to the role of the supervisor. In this study, I examined the behaviors and actions of one school district's executive-level leaders as they shifted the position of the principal supervisor. Findings could contribute to a new area of research in how district leaders may navigate and manage the complicated process of initiating and managing the changes to the principal supervisor's role.
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Butler, Rachel Ruth. "Retaining School Psychologists: The Role of District Level Administrative Supervisors." BYU ScholarsArchive, 2020. https://scholarsarchive.byu.edu/etd/8459.

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The school psychologist shortage has been a persistent problem in education, and there is a lack of research on what current administrative supervisors are doing to address shortages. This study examined the perceptions of district leaders regarding the recruitment and retention of school psychologists. Participants included 19 administrative supervisors in public school districts in Colorado (CO), Utah (UT), Nevada (NV), and Wyoming (WY). Data for this qualitative study were collected by conducting semi-structured interviews with administrative supervisors of school psychologists. Interviews were transcribed and analyzed for common themes. A total of 10 themes were identified, and the first theme reflected concerns about school psychology graduate programs not producing enough school psychologists. Additionally, being farther away from a graduate program creates recruiting difficulties. Another related theme revealed that close relationships with graduate programs contributes to successful recruiting. Administrative supervisors noted the role that the surrounding community plays in retaining current school psychologists. They also expressed the importance of creating appealing workloads that matched salaries, being responsive, matching school psychologists’ preferences, and offering job flexibility. Other key themes included the challenges of finding school psychologists to hire and competing with neighboring local education administration (LEAs). Finally, administrative supervisors believe that they are in a worker’s market that favors the school psychologist. Overall, there appeared to be a theme of administrative supervisors feeling a lack of control over their current situation. Limitations for the study include collecting data across several months that may have influenced participants responses due to the demands of hiring during certain times of year. The sample included participants from states in the western United States, which may reflect limited perspectives based on geographic needs and trends. Directions for future research may include a larger sample size that reflects national demographic characteristics. Further research could also investigate the effectiveness of current efforts to address shortages on a systemic level. This could include researching how state and national associations advocate for school psychologists and how graduate programs grow and adapt to match current needs.
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Simelane, Smangele Nomkhosi. "Perceptions of supervisors regarding their referral role within the Employee Assistance Programme." Pretoria : [s.n.], 2007. http://upetd.up.ac.za/thesis/available/etd-11122008-171210.

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Mansfield, Layla Rhiannon. "Organizational Calling and Safety: the Role of Workload and Supervisor Support." PDXScholar, 2018. https://pdxscholar.library.pdx.edu/open_access_etds/4234.

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Research suggests that individuals who perceive their work as a calling (a deep passion and meaningfulness associated with a certain domain) experience a variety of positive outcomes such as occupational identification, career decidedness, and job satisfaction. Utilizing the tenets of Social Exchange Theory and the Job Demands Resources Model, I proposed that individuals with greater calling toward their occupation will report higher safety motivation and safety compliance. However, under conditions of high workload this relationship would be attenuated. Further, by the same rationale, individuals with lower calling will report lower safety outcomes, yet I proposed that this relationship is mitigated under conditions of high supervisor support. The study was conducted with a sample of 183 participants collected across three forests within the United States Forest Service. Although the hypotheses in the study were not supported, this study provides theoretical groundwork elucidating the link between calling and the examined outcome - safety. This, in turn, will aid in the development of a number of potential research avenues for safety scholars, with many practical implications. Further, an examination of calling with other collected variables within this industry provides avenues for future research in the calling domain. The investigation of moderators may help to explain the conflicting results found in the calling literature. Finally, this study furthers our understanding of safety, workload, and supervisor support within a "helping field."
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Berner, Isabella, and Johanna Nilsson. "ARBETSLEDARROLLEN - UR ARBETSLEDARNAS PERSPEKTIV." Thesis, Tekniska Högskolan, Högskolan i Jönköping, JTH, Byggnadsteknik, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-18546.

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This bachelor thesis is intended to point out differences within the supervisors’ role and contribute in making the role more attractive. At present the information about how the supervisors’ perspective varies on the supervisors’ role and the introduction to it depending on work experience and education is unknown. Further it was investigated why the supervisors’ role is seen as an entrance to the building industry and how to develop the role to encourage the supervisors to stay longer within it. In the collection of data we have been interviewing supervisors and studying literature. In total we have interviewed 14 supervisors in the region of Jönköping and the result of the literature study has subsequently been used to substantiate the outcome of the interviews. The selection of interviewees was partly based on the supervisors’ work experience and educational level but consideration regarding sex and age was also taken. The result showed that the supervisors experience their role as a diverse, social and coordinating role and the main work involves staking, preparation for upcoming activities, answering questions and solving problems that occur. Furthermore it appeared that the supervisors’ role varies in work tasks as well as what is considered positive, negative and difficult. Moreover varies the role in the vision of the leadership and the experience of response from co-workers. Although it also appeared that the variations may not always depend on work experience and education level but also on the supervisors’ personality. The supervisors, who have experience from being craftsmen, were considered to have several advantages, for example concerning practical understanding, detecting inaccuracies and delays and that they more easily get accepted by the co-workers. The result indicated that the supervisors are experiencing their first months in the role differently depending on work experience and educational level. Most of them also believe that there are opportunities for improvement concerning the introduction period. The supervisors who have experience from being craftsmen felt prepared for the role to a greater extent than those supervisors who have an engineering degree. It were primarily those with an engineering degree who feel the need of a mentor but the majority of the supervisors reckons that if mentorship is to be used the mentor should be working at the same place as the supervisor. In addition, it was shown that the supervisors enjoy their role but the supervisors who have an engineering degree see the role as more attractive than those with a background as craftsmen. Possible enhancements mentioned were improved wage development, increasingly greater responsibility, better economic planning and more variation in the types of projects and tasks. The conclusions drawn were that the supervisors’ role varies in the aspect of the role itself and of the experience from the introduction period as well as that there are certain requests for mentorship and that there are opportunities to introduce changes which may make sure that the supervisors remain longer in their role.
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Wienekus, Barend Willem. "The characteristics and role of informal leaders in work groups : a South African perspective." Thesis, Rhodes University, 2010. http://hdl.handle.net/10962/d1002782.

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It has been twenty years since F W De Klerk unbanned the African National Congress. This momentous occasion changed overnight the business landscape in South Africa and the way business were done for many decades. Before and after this crucial moment in South African history, leaders played a significant role in bringing change about as well as managing it. Whether hierarchical or non-hierarchical, leadership manifests itself through all spheres of civilisation. Within any collective, formal as well as informal leadership are always at work and within the environment there always seems to be an individual that appears to hold equal or more influence and sway over the collective. This research investigates the characteristics and role of this individual, the informal leader. In addition, against the melting pot of the diversity of culture, social structures, economics, and demographics in South Africa, the influence of culture on how leadership is being perceived and experienced is also researched. The research is grounded in a post-positivists approach and conducted within a constructivist-interpretative paradigm. A qualitative approach is followed with personal interviews as the method to collect the data from respondents. The interview protocol consists of a combination of questions containing questions of both a quantitative and qualitative nature. Questions of a qualitative nature were open-ended and of an in-depth nature. The research is two pronged. The focus of the research is an Original Equipment Manufacturer (OEM) in the South African Motor Industry and for the primary goal of the research data was collected from employees within work groups of the OEM. The primary research goal investigates the role and characteristics of informal leaders in work groups as seen and experienced by their fellow employees and if there is any congruence with that of the role and characteristics of formal leaders. The study found no fundamental differences between the characteristics and role of formal and informal leaders. The characteristics and role of leaders between different cultures also appear to be the same. For the secondary research goal – determining whether the role and characteristics of informal leaders in work groups could be underpinned in the principles of Ubuntu and if consideration should be given to any cultural differences between leaders and followers by organisational hierarchies – the literature was reviewed in order to reach a conclusion with regards this goal. The literature indicates that culture does affect leadership, especially on how the leadership is executed and experienced in a multicultural society and if ignored, will have a detrimental effect on effective leadership. In order to strive towards achieving maximum productivity, it is imperative that management in South African organisations be aware of the changed dynamic within their organisations as well as on the global stage. The research therefore ends with the practical implications of informal leaders for organisations in South Africa. It is recommended that the importance and contribution of informal leaders within work groups in a multi-culture organisation needs not only to be considered as an element of group leadership, but should be accommodated by the organisation. It is also recommended that organisations recognise the cultural differences between leaders and followers in organisations and the possible consequences if ignored. If the competitive pressures and requirements of globalisation are ignored against the background of Afrocentric expectations and motivational imperatives of the South African workforce, it will result in an ineffective workforce, which will in due course render these organisations uncompetitive and non-sustainable locally and globally.
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Vance, Alex. "Supervising Role-Related Self-Compassion: A Qualitative Study of the Experiences of Clinical Supervisors." Thesis, Université d'Ottawa / University of Ottawa, 2020. http://hdl.handle.net/10393/41215.

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This project addresses the promotion of role-related self-compassion (SC) in psychotherapists as part of their professional development and maintenance. There is evidence that therapists who are more self-compassionate are better-protected from emotional burnout (Beaumont et al., 2016), suggesting that self-compassion become part of therapist education(Nelson et al., 2018), but there is a lack of research regarding how this role-related selfcompassion is addressed by supervisors. Semi-structured interviews were conducted with 6 clinical supervisors in Ontario and Quebec, Canada. Thematic analysis (TA) derived 5 main themes, including Participants’ Definitions of SC, Supervisee struggles leading participants to address SC in supervision Participants’ approaches to addressing SC with supervisees, Institutional structures addressing self-care, self-compassion, and Challenges associated with addressing SC in supervision. Results suggest that participants viewed self-compassion as an important component of therapist self-care, and employed a number of direct and indirect methods to address and encourage it with supervisees. Implications for practice and training are included.
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Richardson, Sandra C. "Actual and Ideal Role Perceptions of Instructional Supervisors in the Public Schools of Virginia." Digital Commons @ East Tennessee State University, 1987. https://dc.etsu.edu/etd/2971.

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The problem of this study was to determine if differences existed in the perceptions of selected public school instructional supervisors regarding the amount of actual and ideal time allocated for identified supervisory roles. The study was conducted during the 1986-87 school year in Virginia. A questionnaire, developed by the researcher, was field tested through a six-week pilot study with 100 instructional supervisors in Virginia. Upon validation of the instrument, it was mailed to a randomly selected sample of 363 instructional supervisors in Virginia. A total of 220 respondents (60.6%) returned the questionnaire. Significant differences were found in perceived allocation of actual and ideal time for curriculum development, staff development, program evaluation, providing resources, disseminating information, instructional leadership, and performing administrative duties. Significant differences were also found between supervisory titles and allocation of actual and ideal time for program evaluation and performing administrative duties. In addition, significant differences were found between the perceptions of males and females regarding the amount of actual and ideal time they allocated for program evaluation. Conclusions were based on the findings in this study. It was concluded that instructional supervisors in Virginia are not spending as much time on the selected supervisory roles as they would like. They are spending too much time performing administrative duties. It was also concluded that younger supervisors (30-39) spend more time for staff development, providing resources, and providing instructional leadership than older supervisors. In addition, instructional supervisors with doctorates spend more time for curriculum development, staff development, disseminating information, and instructional leadership than supervisors with other degrees. Furthermore, female supervisors spend more time for curriculum development, staff development, program evaluation, and instructional leadership than male supervisors. Yet, a graduate degree in supervision and a supervisor's gender did not have much influence on the allocation of actual and ideal time for some supervisory roles. Other conclusions relating to the demographic data variables and the allocation of actual and ideal time for the seven identified supervisory roles were drawn.
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Books on the topic "The role of supervisors"

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Asgar, Jack. The organizational role of supervisors. Practical Management, 1989.

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Beatty, Adrian. The supervisor: An analysis of his role. University College Dublin, 1989.

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N, Banerji, Greene M. A, and Training Agency, eds. The role of supervisors in human resource development. Training Agency, 1989.

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Klein, Janice Anne. The changing role of first-line supervisors and middle managers. U.S. Dept. of Labor, Bureau of Labor-Management Relations and Cooperative Programs, 1988.

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Media, Interaction, and Bureau of Business Practice, eds. Preventing liability: The leader's role. Kantola Productions, 2005.

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David, Turner. 60 role plays for management and supervisory training. McGraw-Hill, 1996.

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English, National Board for Nursing Midwifery and Health Visiting. Preparation of supervisors of midwives: Supervision and You: What is your role?. English National Board for Nursing, Midwifery and Health Visiting, 1997.

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United States. Equal Employment Opportunity Commission, ed. Questions & answers for small employers on elployer liability for harassment by supervisors. The U.S. Equal Employment Opportunity Commission, 2000.

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United States. Equal Employment Opportunity Commission., ed. Questions & answers for small employers on employer liability for harassment by supervisors. The U.S. Equal Employment Opportunity Commission, 2000.

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English, National Board for Nursing Midwifery and Health Visiting. Preparation of supervisors of midwives: Your statutory role and organizational models for supervision. English National Board for Nursing, Midwifery and Health Visiting, 1997.

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Book chapters on the topic "The role of supervisors"

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Fennelly, Lawrence J., and Marianna A. Perry. "The Role of the Security Officer." In Security Officers and Supervisors. CRC Press, 2024. http://dx.doi.org/10.4324/9781003402718-5.

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Levitt, Joel D. "Maintenance Mentoring and Role Models." In Leadership Skills for Maintenance Supervisors and Managers. CRC Press, 2020. http://dx.doi.org/10.1201/9781003097952-4.

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Josefsson, Mats. "Rapid Credit Growth—The Role of Supervisors." In Rapid Credit Growth in Central and Eastern Europe. Palgrave Macmillan UK, 2007. http://dx.doi.org/10.1057/9781137001542_6.

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Hammer, Leslie B., James D. Lee, Cynthia D. Mohr, and Shalene J. Allen. "Anger and the role of supervisors at work." In Anger at work: Prevention, intervention, and treatment in high-risk occupations. American Psychological Association, 2021. http://dx.doi.org/10.1037/0000244-006.

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Zhang, Huaqiang, Xinsheng Wang, and Hannan Fang. "Leading and Guiding Role of Supervisors in Graduate Education Administration." In Lecture Notes in Electrical Engineering. Springer Netherlands, 2013. http://dx.doi.org/10.1007/978-94-007-7618-0_444.

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Kitchener, Mary. "The Supervisor Role." In A Field Guide to Working in Higher Education. Routledge, 2025. https://doi.org/10.4324/9781003388012-15.

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Barraza, Maria, Mireia Las Heras, and Yasin Rofcanin. "Work, Family, and Human Flourishing." In Human Flourishing. Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-09786-7_7.

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AbstractWork and family are two domains of human life that are closely interconnected. For that reason, job resources can potentially contribute to have a better non-work life domain. The purpose of this research is to study how contextual resources, such as spouse behavior at home, can foster human flourishing through spill crossover, resulting in enriched outcomes in the work and home domain. We explore how support for work received from the spouse can lead to the generation of resources such as creativity, self-efficacy and strategic renewal. This chapter contributes to the work and family literature by introducing the concept of work supportive spouse behavior (WSSB), defined as behaviors exhibited by spouses that are supportive of their partner’s role in the workplace—this concept mirrors the family supportive supervisor behavior (FSSB) that denotes behaviors by supervisors that favor their employees’ role as family members.
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Park, Joon Hyung, Lily Zhong, and Kunjing Li. "Witnessing Supervisory Bullying and Its Impact on Supervisor-Directed Helping Behaviour in China: The Role of Bystander Attribution and Affect Towards Abusive Supervisors." In Asian Perspectives on Workplace Bullying and Harassment. Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-16-2362-2_9.

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Jarnagin, Whitney L., Denis' A. Thomas, and Megan C. Herscher. "The Clinical Supervisor's Role." In Working with Infertility and Grief. Routledge, 2023. http://dx.doi.org/10.4324/9781003336402-17.

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Amanor, Aaron Kweku. "Organizational Culture and Supervisors’ Attitudes Toward Change, Mediating Role of Organizational Commitment." In Global Encyclopedia of Public Administration, Public Policy, and Governance. Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-66252-3_4248.

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Conference papers on the topic "The role of supervisors"

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Longva, Kjersti Kjos. "A BALANCING ACT - SUPERVISORS’ REFLECTIONS ON THE SUPERVISOR ROLE IN BUSINESS INTERNSHIPS." In 17th annual International Conference of Education, Research and Innovation. IATED, 2024. https://doi.org/10.21125/iceri.2024.1768.

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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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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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, Ting En, Hsiung, Chong , Tong Ming, Tan , Zhi Lin, and Chen , Po Hung. "INVESTIGATING THE INFLUENCE OF AUTHORITARIAN LEADERSHIP AND SUPERVISOR SATISFACTION ON TURNOVER INTENTION: THE MODERATING ROLE OF EMPLOYEE UPBRINGING." In London –International Conference on Social Science & Humanities, 20-21 February 2024. Global Research & Development Services, 2024. http://dx.doi.org/10.20319/icssh.2024.202203.

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Authoritarian leadership is prevalent in the Asian region, and previous research has found a positive correlation between authoritarian leadership and employees' intention to leave their jobs. However, there are employees in the workplace who can adapt to such supervisors. Therefore, we approach this study from the perspective of "fit theory" to explore whether employees with authoritarian family upbringing can match with authoritarian leadership. This study aims to investigate the impact of authoritarian leadership on employees' intention to leave, with supervisor satisfaction as the mediator and employees' authoritarian family upbringing as the moderator. A total of 232 valid questionnaires were collected in this study. The results revealed that the level of authoritarian family upbringing among employees has a moderating effect on the relationship between authoritarian leadership and supervisor satisfaction.
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Ali Khan, Shariq, and Muhammed Nauman Bashir. "Enhancing Project Experiences of IT Students: The Role of Supervisors." In 2013 International Conference on Educational Research and Sports Education. Atlantis Press, 2013. http://dx.doi.org/10.2991/erse.2013.76.

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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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Sola, Rosario, and Inmaculada Silla. "Organizational culture and safety expectations: The mediating role of trust in supervisors." In 2007 IEEE 8th Human Factors and Power Plants and HPRCT 13th Annual Meeting. IEEE, 2007. http://dx.doi.org/10.1109/hfpp.2007.4413197.

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Varol, Yasemin. "The Role of Psychological Detachment and Supervisors' Feedback and Reflection in Teacher Education." In 2020 AERA Annual Meeting. AERA, 2020. http://dx.doi.org/10.3102/1578927.

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Куфтяк, Е. В. "RELATIONSHIPS IN SUPERVISION IN THE CONTEXT OF ATTACHMENT PSYCHOLOGY." In Антология российской психотерапии и психологии. Crossref, 2023. http://dx.doi.org/10.54775/ppl.2023.81.87.001.

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В статье анализируются отношения супервизанта и супервизора через призму системы привязанности. Рассматривается роль привязанности в терапевтических и супервизорских отношениях. Обсуждается влияние привязанности на супервизорские отношения и удовлетворенность супервизией. The article analyzes the relationship between the supervisor and the supervisor through the prism of the attachment system. The role of attachment in therapeutic and supervisory relationships is considered. The influence of attachment on supervisory relationships and satisfaction with supervision is discussed.
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Reports on the topic "The role of supervisors"

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Goldring, Ellen, Melissa A. Clark, Mollie Rubin, et al. Changing the Principal Supervisor Role to Better Support Principals. Vanderbilt University and Mathematica Policy Research, 2020. http://dx.doi.org/10.59656/el-ls5579.001.

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Goldring, Ellen, Laura K. Rogers, and Melissa A. Clark. Leading the Change: Comparing the Principal Supervisor Role in 54 Districts. Vanderbilt University and Mathematica Policy Research, 2020. http://dx.doi.org/10.59656/el-ls4815.001.

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Cochran, Amanda, Michael Casserly, Ricki Price-Baugh, Denise Walston, Robin Hall, and Candace Simon. Rethinking Leadership: The Changing Role of Principal Supervisors. Council of the Great City Schools, 2013. http://dx.doi.org/10.59656/el-ls9282.001.

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Goldring, Ellen B., Jason A. Grissom, Mollie Rubin, Laura K. Rogers, Michael Neel, and Melissa Clark. A New Role Emerges For Principal Supervisors: Evidence from Six Districts in the Principal Supervisor Initiative. Vanderbilt University and Mathematica Policy Research, 2018. http://dx.doi.org/10.59656/el-ls1875.001.

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Goldring, Ellen B., Jason A. Grissom, Mollie Rubin, Laura K. Rogers, Michael Neel, and Melissa Clark. Executive Summary: A New Role Emerges For Principal Supervisors: Evidence from Six Districts in the Principal Supervisor Initiative. Vanderbilt University and Mathematica Policy Research, 2018. http://dx.doi.org/10.59656/el-ls1875.002.

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Djerasimovic, Sanja, and Stephanie Alder. Postgraduate researchers’ identities and wellbeing – what is the link and why does it matter? Wellcome Centre for Cultures and Environments of Health, 2022. http://dx.doi.org/10.58182/kflr7542.

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Doctoral students have higher rates of mental ill health than comparable populations. Contributors include institutional stressors such as competitive fields, uncertain futures and liminal professional identity. This exploratory study drew on social psychology, taking a broad narrative approach, to explore what professional (academic) communities postgraduate researchers (PGRs) identify with, and how these identifications relate to wellbeing. Focus groups were conducted with social science and humanities PGRs in three UK Russell Group universities. PGRs experiences were diverse, but common themes related to ambiguity about their roles as students and researchers; the precariousness of academic careers; commitments to scholarly research; the importance of validation from supervisors and the wider academic community; and the particular challenges when other social roles (e.g. relating to ethnicity or parenthood) align poorly with academic roles. Key conclusions are the importance of validating and supportive research communities that did not necessarily map onto departments or disciplines; meaningful and practically empowering supervisory relationships, which can serve as a buffer against stress and uncertainty; and the relative paucity of ‘postgraduate/doctoral researcher/student’ as a social identity.
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Rojas-Suárez, Liliana, and Steven R. Weisbrod. Towards an Effective Regulatory and Supervisory Framework for Latin America. Inter-American Development Bank, 1996. http://dx.doi.org/10.18235/0011587.

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This paper raises fundamental questions about how banks in Latin America ought to be supervised. The concentration of wealth holders in Latin America and the equity markets' resulting illiquidity permit investors who control banks to subvert the intent of capital requirements, even when the bank itself is subject to rigorous accounting standards. A number of policy implications follow from the analysis. Three of policy recommendations derived from this analysis can be successfully implemented in the short run. Latin American supervisors should focus on: improving the markets that already work in Latin America, which currently are markets for bank liabilities; severely limiting public safety nets for bank liabilities so that risky banks face a high price for raising liabilities; and encouraging macroeconomic policies to play a much more important role in restraining bank risk in Latin America than in the industrial countries.
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Monasterolo, Irene, and Ulrich Volz. Addressing climate-related financial risks and overcoming barriers to scaling-up sustainable investment. Vienna University of Economics and Business, 2020. http://dx.doi.org/10.55317/casc007.

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Climate change represents a material risk for individual financial institutions and systemic financial stability. Moreover, there is increasing awareness that finance plays a crucial role in achieving the global climate targets. However, to date, climate risks are not sufficiently accounted for, hindering sustainable investments. To align finance with sustainability and safeguard macro-financial stability, it is crucial to adequately assess forward-looking climate risks for lending and investment decisions. The Group of Twenty should support efforts by central banks, financial supervisors, international financial organizations, and the financial sector to integrate climate and sustainability factors into risk management and advance the mainstreaming of sustainable finance.
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Mansfield, Layla. Organizational Calling and Safety: The Role of Workload and Supervisor Support. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.6118.

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Miller, Marcus, Antonia Maier, and Andrew Powell. Prudent Banks and Creative Mimics: Can We Tell the Difference? Inter-American Development Bank, 2011. http://dx.doi.org/10.18235/0011374.

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The recent financial crisis has forced a rethink of banking regulation and supervision and the role of financial innovation. This paper develops a model where prudent banks may signal their type through high capital ratios. Capital regulation may ensure separation in equilibrium, but deposit insurance will tend to increase the level of capital required. If supervision detects risky behavior ex ante then it is complementary to capital regulation. However, financial innovation may erode supervisors' ability to detect risk and capital levels should then be higher. Regulators, however, may not be aware their capacities have been undermined. The paper argues for a four-prong policy response with higher bank capital ratios, enhanced supervision, limits to the use of complex financial instruments and Coco's. The results may support the institutional arrangements proposed recently in the United Kingdom.
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