Over a decade after the regulation change in Virginia allowing individuals without teaching experience to pursue school counseling careers, no known study had focused exclusively on differences site supervisors observe when training school counselors from different professional backgrounds and the extent to which those counselors employ a tailored supervision approach in the clinical setting. While site supervisor training has been an area of interest in recent articles (e.g., Dollarhide & Miller, 2006), its relationship to supervision philosophies and technique differentiation has not been previously addressed. The researcher investigated those topics using a mixed-method research design shaped by suggestions from recent literature (e.g., Better-Fitzhugh, 2010; DeKruyf, 2007; Luke, Ellis, & Bernard, 2011; Miller & Dollarhide, 2006; Peterson & Deuschle, 2006; Stephens, 2008). This study analyzed site supervisors’ perspectives on supervision, the role training can play in developing site supervisors’ confidence and philosophical orientation, and the beliefs and practices site supervisors employ when supervising former teachers and non-teachers. Observed differences between former teachers and non-teachers in the clinical setting existed, yet 7 out of 12 site supervisors did not differentiate their supervision approach in order to close this gap. Findings from both Phase I (survey) and Phase II (interview) of this study indicated that practice is linked to training. Site supervisors who reported receiving supervision training were more likely to work from a philosophy of site supervision, feel more confident about their ability to supervise, and believe that differences between former teachers and non-teachers were slight and could be overcome with supportive, intentional supervision.

The gaining popularity of Knowledge Management (KM) has been reinforced by the quest for innovation and value creation. Value creation is grounded in the appropriate combination of human networks, social capital, intellectual capital, and technology assets, facilitated by a culture of change. It is indicated that the future of KM tends to focus on the study of the impact on people in terms of value or knowledge value creation. Because of this, the positive relationship between KM and value creation has been discussed extensively in the literature. However, the majority of the studies on knowledge value creation have been widely undertaken to highlight several case studies demonstrating success in developed countries, whilst very few studies have been done in the cultural context of developing countries. These studies in developing economies have identified several distinctive features, in particular socio-cultural factors that have an important role and influence in KM practices. A call has been made for further research to explore KM in different organisational and cultural contexts in developing economies. Thailand is an example of a developing country where a number of distinctive socio-cultural features have been identified. It therefore represents an interesting case to conduct a study on the influence of these cultural features on KM practices within an organisational context. The objective of this empirical study is to explore knowledge value creation practices in a Thai organisation. The research adopts an interpretive stance and employs a case study approach involving multiple data collection methods. It is based on the researcher's personal expertise and close involvement in the selected case study organisation for over a decade. The study characterises Thai distinctive culture in terms of collectiveness, shyness, conscientiousness and seniority, and indicates that these distinctive socio-cultural features critically influence (a) the social network ties and relationships between employees within and across teams, (b) the resulting level of trust between employees, and (c) the ability to share and create knowledge effectively in the organisational socio-cultural environment. The study is limited to a Thai organisation, but can be generalised to other organisations that exhibit similar characteristics. It provides interesting insights into the socio-cultural factors affecting knowledge management adoption in a Thai organisation and a foundation to further the research on the validation of the theoretical model that emerged from this empirical study.

Call number: LD2668 .T4 1986 R533 / Master of Science / Psychological Sciences

A strong professional counselor identity is vital for supervisees in training (Hansen, 2003). Supervision has been linked to enhancing the development of a professional identity in supervisees (Bernard & Goodyear, 2004). In a study of counselor interns, Weaks (2002) found supervisees require three core conditions in supervision necessary for developing a professional identity: equality, safety, and challenge. In a similar study, Howard, Inman, and Altman (2006) found beginning practicum supervisees experienced five critical incidents in their professional growth: professional identity, personal reactions, competence, supervision, and philosophy of counseling. The purpose of this study was to explore how practicum and internship supervisees across the two varying educational levels (practicum and internship) experience the development of a professional counselor identity in supervision. This study examined (a) whether internship supervisees experience the same five critical incidents in their development of a professional identity as practicum supervisees (Howard, Inman, & Altman; 2006), and (b) whether practicum supervisees require the same three core conditions (Weaks, 2002) necessary for developing a professional identity that internship supervisees experienced. My study found that internship supervisees experienced the same five critical incidents with fluctuation in their development of a professional identity as practicum supervisees in Howard et al.'s (2006) research. Conversely, practicum supervisees in my research did not require all three core conditions necessary for developing a professional identity that internship supervisees experienced in Weaks’ (2002) qualitative study. This study was significant in that it provided empirical research to assist supervisors and counselor educators in understanding the experiences of practicum and internship supervisees.

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