It has been argued (Greer, 2013) that supervisors are a critical component in organizational effectiveness. Supervisors are required to hold many roles within the organization (Evans, 1965). Specifically, employees often see supervisors as representatives of the organization, while the organization depends on supervisors to maintain production (Greer, 2013). Many supervisors also fill a variety of other organizational roles such as mentor, trainer, motivator, disciplinarian, evaluator, and leader (Evans, 1965). For these reasons, effective supervisors are crucial to organizational success. The present study developed a behaviorally based training program for supervisors for a poultry processing organization. The training program content included displaying supervisor citizenship behavior and providing effective feedback. Examples of actual situations in the form of critical incidents were collected from incumbents serving as subject matter experts (SMEs). The critical incidents were then edited, retranslated, calibrated, and used to provide specific behavioral examples in the training program.

本論文一冊，共約五萬餘字，分為五章二十五節；第一章是緒論，第二章為文獻探討 ，第三章為研究設計，第四章為分析結果，第五章為結論、限制及建議。 隨著經濟繁榮，教育程度提高，使得女性主管人數增加，而這些女性主管進入傳統的 男性領域時會遭遇到那些困難？本論文主要從員工的角度來看女主管與男主管在影響 下屬做事的技巧上是否有差異？而這些差異是因員工本身的性別，或性別角色態度的 不同而造成？還是因男、女主管本身的不同而造成？此外，並對員工知覺上司向下影 響方去進行分類及探討各類方法使用頻率、效果和評價與員工人口特質、組織特性之 關係。

Gold mining in South Africa has played a significant role in the economic development of the country over the past 120 years. The continued focus on productivity, recruitment and consolidation in the South African gold mining industry will result in a decline in production. Much of the decline can be attributed to natural attrition as the industry has moved from a mass employer of limited, contract, unskilled labour, to an employer of more permanent, mostly semi-skilled or skilled labour. The objective of this research was to investigate the reliability of measuring instruments of social support, role overload (qualitative and quantitative), job satisfaction and turnover intention for employees in the mining industry. Further objectives included empirically determining whether social support has a moderating effect on the relation between role overload and job satisfaction and turnover intention. A cross-sectional survey design was used. A random sample was taken from a South African mining company (N=250). Gender and age were included as control variables. Individuals on Paterson grading E band to C Upper (managers) were part of the sample. Five measuring instruments were administrated. Descriptive statistics and inferential statistics were used to analyse the data. The results obtained for the five scales proved the measuring instruments to be reliable. The results show that when an employee feels that his/her work is more than he/she can accomplish in the time available (quantitative role overload), the employee will most probably also feel that his/her work requires skills, abilities and knowledge beyond that of their own (qualitative role overload). It is also indicated that social support from the supervisor increases the employee's positive attitude or pleasurable emotional state towards his/her job or job experience (job satisfaction), as well as heightens the probability of social support from colleagues. Furthermore, the more positive the employee's attitude towards the job, the less the intention to stop working will be (turnover intention). This intention to stop working will also be less when social support from the supervisor is more and/or when the employee experiences less feelings that his/her work is more than he/she can accomplish in the time available. Turnover intention was predicted by social support from supervisor. Job satisfaction was predicted by role overload (quantitative) and social support from supervisor. By way of conclusion, recommendations for future research are made. / Thesis (M.A. (Industrial Psychology))--North-West University, Potchefstroom Campus, 2007.

Att handleda studenter på klinisk undervisnings avdelning (KUA) har bedrivits under ett tjugotal år. Studenter från olika utbildningsprogram inom hälso- och sjukvårdsutbildningar utvecklar sin interprofessionella kompetens under en tvåveckorsperiod. Studier visar att interprofessionellt lärande ger studenter en möjlighet att dels få en helhetssyn av patientens vårdbehov dels ökar förståelsen för varandras yrkesroller och kunskaper. Få studier har fokuserat på handledarnas erfarenheter inom detta ämne och om sin roll på KUA. Studiens syfte var att beskriva fenomenet KUA handledare genom handledares uppfattning om rollen som interprofessionell handledare och interprofessionellt lärande på KUA. En kvalitativ metod användes och 19 interprofessionella handledare från professionerna, arbetsterapi, läkare, sjukgymnast och sjuksköterska intervjuades individuellt. Texterna bearbetades och analyserades utifrån innehållsanalys. Utifrån analysen identifierades tre kategorier, ”handledaren”, ”handledningen” och ”KUA konceptet”. Det visade sig att interprofessionella handledare har ett genuint intresse och engagemang för handledning, studenter, pedagogik och samarbete. Olika strategier används i den interprofessionella handledningen. Handledarna arbetar med teamet i fokus dels för studenters lärande, dels för att visa på teamets betydelse för patientens vård i hälso- och sjukvård. KUA konceptet kräver både tid och engagemang av handledarna men uppfattas som ett bra koncept där studenterna tillsammans kan utveckla det interprofessionella samarbetet. Handledarnas inställning till studenters lärande och handledning gör skillnad i handledningen. Att vara interprofessionell handledare kräver kunskaper om såväl pedagogik som grupp och grupprocess. Studentteamens kunskaper driver KUA vilket påverkar handledningen. KUA konceptet har en positiv inverkan på handledarna och interprofessionell handledning uppfattas som stimulerande och utmanande. / Supervising students in a clinical training ward (CTW) has been used for some 20 years. Studies show that interprofessional learning gives students an opportunity to get a comprehensive view of a particular patient’s health-care needs, as well as an increased and mutual understanding of their colleague’s position and knowledge. Only a few studies have focused on the supervisor’s view of his or her own role within the activity of the CTW. The purpose of the study was to describe the CTW supervisor and his or her own perception of her role as an interprofessional supervisor as well as to describe interprofessional learning on its own at the CTW. A qualitative method was used, and 19 interprofessional supervisors from and within occupational therapy, along with physicians, physiotherapists, and nurses, were interviewed. The texts were content-analysed. Three categories were identified: ‘the supervisor’, ‘the supervision’, and ‘the concept of CTW’. It turned out that the interprofessional supervisor has a genuine interest and commitment to supervise, to work pedagogically, to collaborate, and to work with students. The supervisors all used different strategies, and they worked with the team in focus, partly for the benefit of the students but also to show the team’s importance in relation to the patient’s health care situation. The CTW concept requires lots of time and dedication from the supervisor, but it is perceived as a good concept where students can develop interprofessional collaboration. The supervisor’s understanding and approach to student learning makes a huge difference in the process of supervision. Being an interprofessional supervisor requires a pedagogical knowledge and understanding of a group and of the group process. The student’s team knowledge influences the CTW, which affects the supervision. The concept of the CTW has a positive impact on the supervisors, and the interprofessional supervision is perceived to be stimulating and challenging.

The purpose of this study was to develop and test the Experience of Supervision Scale, which measures the experience of supervisory behaviors from the perspective of child welfare workers. Child welfare supervision is gaining increased attention as states struggle to improve performance measures of their child welfare systems. However, the lack of a standardized instrument which measures supervision through an analysis of supervisory behaviors from the supervisee’s perspective has hindered efforts in these areas. The Experience of Supervision Scale is based on Kadushin’s three function casework supervision model of supervision (administrative, educational, and supportive) which was chosen as the theoretical framework due to this model’s emphasis on public agency clinical case work practice. Scale items were generated through focus groups of child welfare workers and supervisors. Items were reviewed by an expert panel and the scale was then administered to a statewide sample of 165 child welfare workers. The refined Experience of Supervision Scale consists of 32 items. In this study, it demonstrated high internal consistency with a Cronbach’s alpha of .962. Factor analysis yielded a three factor solution consistent with the casework model of supervision’s structure, while also suggesting slight modifications to the model. The three factors derived included: Performance Support, Emotional support/Availability, and Administrative activities. The results of this study suggest that the Experience of Supervision Scale has appropriate psychometric properties for use in complex research in which casework supervision is a variable.

Despite the vast array of research evidence supporting supervision as a necessary component of the professional identity development of counselors, many counselors in training do not receive adequate supervision (Cashwell & Dooley, 2001). The school counseling profession has continued to struggle with the development of a widely recognized and consistent professional identity (Herlihy, Gray, & McCollum, 2002). Although there are many supervision models provided in the counseling literature (Bernard & Goodyear, 2008), there are not any consistently agreed-upon supervision models specific to the training of school counselors. The purpose of this research was to evaluate school counselors’ perceptions of their preparedness, professional identity, and perceived supervisor effectiveness related to specialization-specific supervision (SSS). School counselors from ASCA’s southern region were asked to respond to the Specialization-Specific Supervision Questionnaire (SSSQ). The findings of this study demonstrated that school counselors who received specialization-specific supervision felt better prepared to begin an entry-level school counseling position, had a stronger sense of their professional identity, and expressed feeling more positive regarding their perceptions of supervisor effectiveness than school counselors who did not receive specialization-specific supervision. These results support the conclusions of previous research, which indicated that supervision serves the following purposes: varies from discipline to discipline (Campbell, 2000); is a vital component of school counselor training (Bernard & Goodyear, 2008); is a conduit for professional identity development (Dollarhide & Miller, 2006); and is a contributing factor to the overall supervisory experience (Lazovsky & Shimon, 2005).

Delaktighet är en viktig aspekt i förbättringsarbetet. Delaktighet höjer kvaliteten och skapar förankring hos medarbetarna och är ett hjälpmedel att erhålla ett framgångsrikt kvalitetsarbete. Verksamheterna behöver dock förutsättningar för att skapa delaktighet. I framgångsrika organisationer karaktäriseras framgången av delaktighet skapandet och motivation hos medarbetarna. Syftet med studien var att beskriva hur produktionsledare kan skapa möjlighet till delaktighet i förbättringsarbetet. Metoden som användes var kvalitativ induktiv ansats ur ett livsvärldsperspektiv. Djupintervjuer utfördes med åtta produktionsledare och kvalitativ innehållsanalys användes för att granska texterna med syfte att finna meningsenheter och kategorier. Fiskbensdiagram utfördes som ett komplement till intervjuerna. Resultatet och analysen visade på två kategorier, förutsättningar och begränsningar i skapandet av delaktighet i förbättringsarbetet. Resultatet visade i sin tur på att det finns svårigheter att tolka begreppet delaktighet och än svårare att konkretisera de verktyg som används. Det finns ett värde av ytterligare forskning kring delaktighet skapandet i framtiden. / Participation is an important aspect when it comes to continuous improvements. Participation increases quality and creates support among employees and is a tool for achieving successful quality work. Companies need prerequisites for creating participation, and in successful companies this success is characterized by the creation of participation and motivation among employees. The aim of the study was to describe how production supervisors create opportunities for participation in improvement processes. The method used was a qualitative inductive approach from a life-world perspective. In-depth interviews were conducted with eight production supervisors and qualitative content analysis was used to examine texts to find sentence entetities and categories. Fishbone diagrams were created as a complement to the interviews. The results and the analysis indicated two categories, prerequisites and limitations to create participation in improvement work. This showed that there are difficulties when it comes to interpreting the term participation and even more difficult to specify the tools inuse. In the future it is of great importance to ensure that the research around the creation of participation is in focus.

Publicación a texto completo no autorizada por el autor / Explica cómo la gestión de los servicios generales prestados en Osinergmin mejoraría a través de la aplicación del enfoque basado en procesos. / Tesis

Magister Artium - MA / Postgraduate research throughput and problems associated with appropriate supervision are a key focus area for many higher education institutions around the world (Lessing & Schulze, 2012; Amehoe, 2014; Botha, 2016). Central to this challenge is the supervisory relationship, which by its very nature, is not one-sided. A productive and rewarding supervisory process requires that both student and supervisor(s) are committed to fulfilling clearly-articulated responsibilities relevant to the research project at hand (Eley & Jennings, 2005). Both student-centric and institutional factors have been found to contribute to low student throughput and to the time taken to complete postgraduate studies (Amehoe, 2014; Luescher-Mamashela, 2015). In South Africa, the higher education landscape is increasingly fraught with varied challenges, including issues of attrition and completion rates as they relate to postgraduate students. Some of the implications of the premature termination of postgraduate research are that various academic fields are deprived of potentially valuable research contributions, and there is a significant cost incurred by the affected students and supervisors (Lovitts, 2001; Lessing & Lessing, 2004), as well as the relevant faculties and institutions, and society at large. Additionally, a number of South African universities are still grappling with inequities resulting from the Apartheid era (Pillay & Karlsson, 2013). It is against this backdrop that this research, through a narrative research lens involving semi-structured interviews, explores and chronicles the stories of six Master’s students who have encountered supervision-related challenges. According to Pearson and Kayrooz (2004), a limited narrative research spotlight has been trained on the issue of postgraduate supervision from the student perspective. The primary objective of this study, therefore, is to facilitate a platform through which the six respondents are able to share the stories of their Master’s supervision experience. On a secondary level, the sharing of these student stories has the potential to enhance the postgraduate research experience, as Lovitts (2001) and Lessing and Lessing (2004) point out.

This study aimed to investigate the relationship between psychological capital and the work-related attitudes of job satisfaction and organisational commitment recognising the hierarchical nature of the data. This relationship was examined in light of a supportive organisational climate as defined by supervisor support which played the role of a moderator in this relationship. Data was gathered using a number of structured questionnaires which were distributed to employees via an online link. The Psychological Capital Questionnaire (Luthans, Youssef & Avolio, 2007), Organisational Commitment Questionnaire (Mowday, Steers & Porter, 1982), Warr, Cook and Wall’s (1979) measure of job satisfaction and Eisenberger’s (1986) adapted measure of supervisor support were administered. A total of 14 departments participated in the study and 50 employees completed the questionnaires. A Hierarchical Linear Model analysis (HLM) was used to analyse the data along with Pearson product moment correlations and a two-way ANOVA. Results indicated that psychological capital was related moderately and positively to job satisfaction but was not related to organisational commitment. Supervisor support was related to both job satisfaction and organisational commitment. Finally supervisor support moderated the relationship between psychological capital and job satisfaction but no interaction was found for the relationship between psychological capital and organisational commitment as moderated by supervisor support. This paper concludes with a discussion of the results, implications of the findings, limitations and directions for future research.