The goal of this thesis was to define the nature and outcomes of Australian professional supervision by applying Holloway's (1995) Systems Approach to Supervision (SAS) across professional groups. Many Australian professionals such as psychologists, counsellors, and accountants are required to participate in some form of supervision before being granted permission, via registration, to practice independently within their respective fields. This is the first study of its kind to investigate the supervision experience of a range of professional groups within Australia. The SAS model (Holloway, 1995) provided a well-researched theoretical and practical framework with the potential to be applied across professional groups for the purposes of developing, evaluating and enhancing supervisor and supervisee practice. Based on the model, Holloway proposed a number of teaching tasks and functions in a matrix to explain the process of supervision and to assist in the professional and personal development of supervisees. To date, most of the literature on professional supervision has failed to provide a theoretical framework from which results could be meaningfully interpreted. This thesis outlines a program of research which used the SAS model as a theoretical basis for understanding and evaluating the experience of supervision amongst a range of Australian professional and its relationship to effective professional practice. Four studies were conducted in accordance with Mackenzie and House's (1979) Model of Scientific Inquiry. The first study (Study One) was exploratory in nature, and aimed to define the term "supervision" and the anticipated outcomes of supervision activities. The second study (Study Two) was also exploratory in nature, and aimed to evaluate the modes of supervision delivery as well as to collect information regarding the key tasks and functions utilised in professional supervision. The third study (Study Three) was empirical in nature, and investigated the supervision experience of psychologists engaged in supervision in accordance with the SAS model (Holloway, 1995). It longitudinally tracked their performance over a 12-month period as evaluated by both their supervisors and work managers. The fourth study (Study Four) was confirmatory in nature, and was the same as the third study but comprised a different sample of business and accounting (who were not Certified Public Accountants) graduates. The four studies consisted of four separate samples surveyed with self-report measures developed from the SAS model (Holloway, 1995) by the researcher. Study One comprised a sample of 210 supervisor-supervisee dyads. Professional groups in this sample were psychologists, counsellors, nurses, occupational therapists, financial advisors, business consultants, and accountants (without CPA) all of whom were participating in a supervision process. Study Two comprised a total of 200 supervisees broken down into four groups of 50. The professional types included in this sample were psychologists, counsellors, nurses and business consultants and accountants (without a CPA). Study Three comprised 513 supervisees who were participating in supervision as part of the criteria to become fully registered psychologists. Study Four included 480 business consultants and accountants (without CPA) who were in the early years of their career and were participating in supervision as part of their professional development. The central aims of the supervision experience, according to supervisees and supervisors, were to develop skills in counselling, case experience, professional experience, emotional awareness, the ability to self-evaluate and network. The six reported outcomes of supervision were that professional supervision enhanced supervisees' ability to self-evaluate, gain academic knowledge, become emotionally aware, develop profession networks, develop both professional and work skills and to build on relationship skills. The findings supported and extended the SAS model (Holloway, 1995) by adding the tasks of academic knowledge and networking. The definition of supervision found in this research program also supported and built on the definitions already provided in the literature. There was considerable support for the SAS model's matrix in that particular supervision functions employed to teach certain supervision tasks were more effective than others. For example, on the one hand, to teach a supervisee the skill of emotional awareness, a supervisor is best advised to take a supportive/sharing approach. On the other hand, it was shown that the teaching strategy of monitoring/evaluating was not found to be conducive to teaching case conceptualisation skills. The findings also suggested two enhancements to Holloway's original conceptualisation of the SAS model of supervision delivery mode and supervisor allocation. Furthermore, the findings confirmed that the SAS model can be applied to teach and objectively evaluate supervision success by supervisors and managers across professional groups. There were six major contributions of this research program to the field of professional supervision: First, there was the application and validation of a theoretical model, Holloway's (1995) Systems Approach to Supervision, to the supervision experience. Second, there was the development and application of scales to measure supervision performance and satisfaction reliably and with demonstrated construct validity. Third, the methodology which included the collection of both qualitative and quantitative responses from supervisees, supervisors, and managers provided a multi-method approach to understanding professional supervision across professional groups. Fourth, a uniform definition of supervision was identified across a range of professional groups. Fifth, Holloway's supervision teaching matrix was empirically supported and the findings recommend it as a mechanism for developing, evaluating and enhancing supervisor and supervisee practice across a range of professional types. The SAS model was found to be relevant to health-related professional groups but also supported in business-related professional groups. Finally, the research recommended some modifications to the SAS model to incorporate factors such as supervision delivery mode. These additions and the results of the longitudinal research suggested that supervision effectiveness was a predictor of on the job performance ratings by managers. Based on a scan of the literature to date, this research program outlines the first longitudinal empirical study of the relationship between supervision effectiveness and on-the-job performance using a range of professional groups. Limitations and future directions were discussed.

Thesis (Ph.D. (Social work)) -- University of Limpopo, 2018 / The aim of this study as borne by the topic, was to ascertain the supervision expectations of social workers in Vhembe District of Limpopo Province. The unit of the study were social workers employed by the Vhembe District Department of Social Development (Vhembe DSD or DSD) only. The study excluded social workers who were employed by the Non-Governmental Organisations (NGOs) or in any other capacity outside of the DSD. The data collection consisted of two phases; that is, firstly, a survey questionnaire which was administered to two hundred and five (N=205) social workers. The second phase consisted of structured interviews with ten (10) social work supervisors, and ten (10) supervisees. The structured interviews were meant to strengthen the quantitative data from the survey. The DSD‟s planning documents such as the Strategic Plan 2015-2020, the Annual Performance Plan 2016/2017 (APP) the Vhembe DSD Operational Plan 2016/2017(OPS Plan) and other documents were also studied to explain the themes that arose from the structured interviews. The document study provided a third stream of data collection. Large quantitative data was collected from the two hundred and five (N=205) social workers who voluntarily accepted to participate in the first part of study. The survey data collection covered the 9 sections on the questionnaire to determine the needs, these are; A. Demographics, B. Supervision Infrastructure, C. Purpose of Supervision, D. Process of Supervision, E. Types, Styles and Models of Supervision, F. Supervision Outcomes, G. Self-Evaluation, H. Readiness when first entered the work environment, I. Additional comments.The quantitative findings showed that the experience of supervision was not uniform among Vhembe District social workers in terms of their baseline supervision experiences and expectations. Apart from the supervision experiences being uneven, they also deviated considerably from the prescribed supervision norms in South Africa. Both the quantitative and qualitative aspects of the data have shown that supervision was not taking place as prescribed in the Norms and Standards (2011) and the Supervision Framework (2012), or it was not taking place at all in Vhembe District. The practice of supervision had diminished because the scope of practice of social work within the DSD has been reduced or downscaled. There was a tendency to shift the focus of social work services towards management of services rather than the provision of services to clients. Such management was mainly seen in the planning and reporting of services rendered where the emphasis was on the numerical targets rather than on the impact or quality of social work services rendered. The limitation of scope for social work and supervision practice resulted because the managerial focus tended to undermine professional focus and values of social work.The reduction of scope for social work and supervision was mainly due to structural misalignment between the vision, mission and the programme and budget structure of the DSD, both at the Head Office and in Vhembe District. The programmes that were meant to support and sustain professional matters, such as supervision and training; were either non-existent, not funded, or not funded at the correct levels or they lacked the human resources to drive them.The management focus also led to fewer supervisors being appointed. At the time of commencement of the data collection (ie., August 2016), there were only thirteen (N=13) substantively appointed supervisors to a population of more than three hundred social workers in Vhembe DSD. The poor supply and utilisation of supervisors was also caused by the DSD‟s failure to implement Resolution 1 of 2009 of the Health and Social Development Bargaining Council which regulate career paths for social workers in terms of the Occupation Specific Dispensation (OSD). The non-compliance with Resolution 1 of 2009 was also compounded by the failure of the DSD to provide work tools for the social workers. These are work tools such as vehicles to conduct home visits, computers and printers to prepare the reports and telephones to manage the daily operations of the work. The lack of work tools leads to low work output, and poor service rendering to the clients. Recommendations were made in terms of the short-term „low hanging fruits‟ actions that the DSD could immediately address, and other more medium-term changes to the organisational structure that can be linked to the DSD‟s planning cycle. The short term recommendations included the conducting of audit to establish the outstanding OSD implementations and the grade promotions of the social workers into senior posts to ready them for supervisory posts, among others. The more medium-term structural recommendations consisted mainly of a proposed supervision model for Vhembe DSD to address the gaps identified in the findings. / Health and Welfare SETA

Many policymakers have sought greater levels of success in schools by implementing new and more distributive models of leadership. The problem is that many have not achieved desired outcomes. The purpose of this grounded theory study was to discover what happens within a school organization as it moves from a traditional leadership model to a district mandated distributive leadership (DL) model. DL is an egalitarian balance of leadership among multiple individuals rather than simply administrators within an organization. The method used in this study was grounded theory (GT) which was selected to illustrate events, situations, and conditions from the perspectives of teacher participants involved in the implementation of the new model. To answer the research question regarding teachers' perspectives of the DL model, a series of 30 teacher interviews were conducted; constant comparative analysis was used to develop themes and relationships. Results suggested the emergence of a theory of distributing leadership that has four main categories: building a plan, barriers, distribution, and recounting the story. Comprehensive and ongoing training was seen as the key to implementing a true and successful DL model. The theory of distributing leadership may be a useful tool for initiating and developing plans of actions for any school or district interested in implementing the DL model. Positive social change can be realized through the use of distributing leadership theory to create communities of learning and support among educational stakeholders that enhance organizational outcomes in school.

The purpose of this study is to make an investigation of the qualifications and supervisory practices of a selected number of supervisors in counties, cities, and special subjects, to determine the extent to which they meet recommended practices and procedures in supervision. Attention is directed to the types of supervisors, to training and experience, to planning the supervisory program, to methods of facilitating teacher growth, to methods of improving instruction, and to methods of evaluating instruction.

Supervision in clinical psychology is a vital component of graduate training, enhancing the professional and clinical skills of trainees. The current literature indicates that in order to be a competent supervisor, one must obtain training in supervision. One highly recommended method of supervision training is through graduate coursework. Available literature indicates that approximately 40% of licensed clinical psychologists have received formal training in supervision (e.g., formal course or practicum) in their graduate training program. However, these prevalence rates were obtained over a decade ago and may not be an accurate representation of current supervisory training practices in clinical graduate programs. Therefore, this study aimed to examine current supervision training experiences obtained by trainees in their graduate doctoral training programs for clinical psychology and how their training experiences relate to their own supervisory style or theoretical approach.Comprehensive training in providing supervision improves trainees’ beliefs in their ability to competently provide supervision, or rather, their self-efficacy in supervision. Self-efficacy is an integral part of supervision, as supervisors who have sufficient self-efficacy are likely to supervise more effectively compared to those who do not feel as efficacious. While supervisor self-efficacy has been researched in other areas of psychology, there is less research exploring supervisor self-efficacy within clinical psychology relative to other areas of ii professional psychology and counselor education. Thus, this study also endeavored to explore the relationship among supervision training, supervision knowledge and self-efficacy. For the current study 106 clinical psychology interns participated in completing questionnaires assessing supervisory training experiences, supervision knowledge, and supervisor self-efficacy. Results were that 81% of participants reported receiving formal training in supervision in graduate school, a significantly larger amount than prior reported rates. Additionally, amount of training and certain components of supervision training (i.e., organization and documentation of supervision training) significantly predicted supervision knowledge. Components of supervision knowledge (e.g., theories and models, ethical issues) and supervision self-efficacy (e.g., ethical and legal issues, theories and techniques) were highly correlated. Finally, supervision knowledge overall predicted supervision self-efficacy. This study provided an updated view into the type of training graduate students commonly receive in graduate programs in clinical psychology and supported the connection among supervision training, supervision knowledge, and supervisor self-efficacy. Clinical implications and future directions for training and related factors are discussed.

The purpose of this study was to determine how middle school students, parents, teachers, and community members perceived acts of violence. It focused indirectly on how a small community was impacted following a hostage situation. The theoretical framework for this study draws from the theories of violence as described by Aisenberg and Ell, Canady, Gottfredson and Hirschi, and Miller. In this qualitative study the research questions focused on perceptions of school violence acts and potential influences' on the participants in this study. The participants consisted of 6 middle school students, 4 middle school parents, 4 school officials, and 4 community members. The results of the interviews were analyzed using a color-coded system to find patterns within each group. These patterns were then compared to determine similarities and differences. Four common themes emerged from the interviews: (a) the main causes of school violence were bullying, substance abuse, low socioeconomic level, and a bad home environment, (b) peer pressure and lack of communication were perceived to lead to school violence, (c) the most frequent occurring acts of school violence were fighting, arguing, teasing, and hitting (d) the most serious acts of school violence were holding people against their will, fighting, and bullying. Findings confirmed that a difference emerged within three of the groups pertaining to who was to be held responsible for the safety of students. As a result of random acts of violence, two beneficial changes occur. First, the adult community is forced to collaborate and communicate about a topic never experienced before. Second, the students learn to rely on each other for support. Social change implications include changes in county policies and practices by establishing new measures related to school safety that protects school children.

Typescript, etc. / Digitized by Kansas Correctional Industries

The purpose of this research project is to determine empirically the roles of principals as instructional leaders. Ever since a new educational era started in the new South Africa, schools cannot afford to be led by ignorant school principals. For schools to be efficient, instructional leadership roles have to be defined and each role should be carried out diligently. Success in schools can only be realised if school principals are capable of implementing the school curriculum according to instructional leadership principles. The tasks of instructional leadership have to be streamlined. The school principal must concentrate on the most important and key functions of his work. This approach would lead to the realisation of the school vision and mission Both quantitative and qualitative research paradigms and methodologies were used for gathering data from eighty-four public schools in the Setla-Kgobi Area Project Office of the Central Region in the North-West Province. Participating schools were randomly selected. The sample consisted of forty-two schools (thirty primary schools, six middle schools, six secondary schools) and eight randomly selected teachers from each school were used in the study to answer questionnaires. Nine school Principals or Deputy Principals from Setla-Kgobi Area Project Office (i.e:- three primary schools, three middle schools and three secondary schools Principals or Deputy Principals) were purposefully used in the study to answer interview questions A quantitative approach was used to quantitatively analyse derived data. The Statistical Package for Social Sciences (SPSS) was employed with the help of the statistical consultant of the North-West University. The computation of percentages, mean, standard deviation and Chi-square was conducted. Secondly, a qualitative descriptive approach was used to analyse data that was qualitatively gathered. A Textually Oriented Data Analysis (TODA) strategy was adopted in this regard. The findings exposed that principals were not effectively fulfilling their roles of instructional leadership. The findings also revealed that principals were not monitoring and moderating the quality of education that students were getting from teachers. Principals were found to be ineffective and they failed to plan their work adequately. Recommendations given by the participants suggest that there is need for principals to be more focused. They .also need to have a vision and mission statement for their schools. More energy should be directed at monitoring the quality of learning and teaching that takes place in schools. Participants reflected a poor picture of principals as instructional leaders. More effort should be put into the students' instructional achievement, teacher motivation, supervision of training and the use of external subject experts. Whole curriculum evaluation should be earned out regularly at every school, so as to provide feedback to students and teachers. Principals should have checklists that will guide them towards the realisation of their aims and objectives / Thesis (M.Ed) North-West University, Mafikeng Campus, 2010

This study investigated the effectiveness of the two instructional strategies employed in the Atlanta Public Schools for teaching eighth grade mathematics: mastery learning, and the traditional whole group instruction. The purpose of the study was to better understand why eighth grade students in the middle schools scored higher on criterion referenced tests that their high school counterparts, while when the norm referenced tests were the measure the high school students did better. Teaching strategies were the only differential in the two groups. The population was stratified by the three areas of the city and a matched pair of high school and middle school classes were randomly selected. The research utilized an experimental model with a pretest-posttest design. Students in the middle schools were taught seventeen mathematical concepts using a mastery learning model while students attending high schools received instruction on the same concepts in the traditional manner. The results of a two-way ANOVA revealed that there was no significant difference in the mathematical achievement of either group.

La supervision des processus industriels critiques est une tâche complexe qui nécessite des algorithmes robustes. La littérature montre un intérêt croissant des approches graphiques à cause de la simplicité de l’implémentation des algorithmes dérivés. Le diagnostic à base de modèle est une méthode qui devient de plus en plus utilisée à cause de la richesse des méthodes graphiques et structurelles permettant la modélisation des processus complexes et ne nécessitent pas une phase d’apprentissage en ligne. L’outil bond graph (BG) par ses propriétés graphique et multidisciplinaire est un outil puissant de modélisation reconnu. Dans ce contexte, les propriétés structurelles et causales de cet outil (utilisées pour la détection de défauts) sont exploitées ici pour intégrer les réseaux bayésiens graphiques permettant d’incorporer des statistiques de pannes des composants pour améliorer l’étape de décision. Cette méthodologie permet de pallier aux problèmes relatifs aux signatures de défauts inconnues ou identiques pour plusieurs composants et le suivie de la dégradation du système. Sur la base de la littérature consultée, il n’apparait pas de travaux qui évoquent une démarche pour la supervision associant un modèle bayésien de la fiabilité avec une approche de détection et isolation de défaut (FDI) basée sur le modèle BG. Notre contribution concerne l’intégration de deux outils graphiques (BG et réseaux Bayésiens (RB)) pour la conception d’un système de supervision robuste. Les résidus générés par le modèle BG sont couplés avec le modèle de fiabilité des composants à surveiller pour en déduire finalement un modèle de diagnostic de type RB hybride. Ce modèle est utilisé dans l’étape de décision face aux incertitudes du modèle bond graph en tenant compte des probabilités de fausses alarmes et de non détection estimées par une approche hiérarchique bayésienne. Une application à une partie d’une centrale thermique a validé la théorie développée. / The supervision of complex and critical industrial processes is a very heavy task which requires effective algorithms. The literature shows a growing interest of graphical approaches because of the simplicity of establishment of the derived algorithms. The model based diagnosis is a method which becomes widespread because of the richness of graphical and structural methods allowing modeling of most complex processes. The bond graph (BG) tool, with its multidisciplinary representation, is one of the most recognized approaches in this framework. In this context, we try in present work to couple this graphical approach with another graphical one allowing incorporating statistics of components failures. All this aims to mitigate the problems: unknown failure signatures or identical signatures for several components and monitoring the system degradation. Indeed, on the basis of consulted literature, it does not appear work which evokes a supervision strategy associating a Bayesian reliability model with a BG model based fault detection and isolation (FDI) approach. Consequently, the suggested work illustrates a method to outline this objective. We propose a new methodology for the supervision of the dynamic and hybrid dynamic systems. Our contribution appears in the proposal for a strategy of risk based supervision by combining two graphical approaches: BG and Bayesian networks (BN). The resulting model for diagnosis is a hybrid BN. It is able to make a decision under uncertainties of BG model and takes account of the probabilities of false alarm and non-detection. Furthermore, integration of two graphical approaches (BG and Bayesian networks (BN) to design robust supervision system is another innovative interest. Generated residuals from BG model are coupled with the component reliability model of components leading to a hybrid BN diagnostic model. This model is then used to make a decision under uncertainties of BG model and takes into account the probabilities of false alarm and non-detection. The developed theory is applied to a thermal power station.