The present study explored the multilevel effects of supervisor learning adaptability on training effectiveness, and post-training employee job satisfaction in a work-family and safety-based intervention aimed at increasing family supportive supervisor behaviors (FSSB) and safety behaviors. Using a sample of 291 municipal public works field workers from two independent organizations, it was hypothesized that supervisor adaptability positively relates to post-training FSSB and employee job satisfaction. Specifically, it was hypothesized that learning adaptability prepares those supervisors to be more inclined to engage actively in training, thereby increasing employee reported FSSBs more significantly for those supervisors and leading to intervention target results, namely employee job satisfaction. Results did not support the hypothesized relationships. However, bivariate correlations between learning adaptability and FSSBs and job satisfaction are significant and positive, indicating that with a larger sample, learning adaptability may moderate training effectiveness. Theoretical rationale, methods, and scientific contributions are discussed.

The aim of this study is to examine how supervisors at a Jobbcentrum works with the elder unemployed and what difficulties and challenges there may be in being able to guide elder unemployed into employment. This study is based on a qualitative method with semi-structured interviews with six different supervisors at Jobbcentrum. The theories used in the study are Empowerment and Self-Efficacy. At the same time, concepts such as age discrimination and Motivational conversations were used, to have a greater understanding of the work of supervisors. The results of the study show that Motivational interviewing, Empowerment and Self-Efficacy are an important starting point in the work with the unemployed. Another important result highlighted by the participants in the study is the difficulties that the elder unemployed encounters in the form of discrimination based on age, as well as obstacles in the form of not being considered to have the language skills or the educational background that employers seek.

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School counselors support students' social-emotional, academic, and career readiness (ASCA, 2019). However, who provides support for school counselors to navigate this herculean responsibility? Supervision provides opportunities for counselors to learn, consult, and practice counseling knowledge and skills to offer the most research-informed, inclusive, and culturally responsive services to appropriately support clients' needs (Bernard and Goodyear, 2019; Ratts et al., 2015; Mitchell and Butler, 2021). With the current state of society, students' mental health and social-emotional needs are paramount, and the support needed for school counselors to assist students' holistic development is critical. The author proposes #S.O.S.³ to promote the Supervision of School Counselors to Support Students. Without counseling supervision, research warns of erosion of school counselor self-efficacy. This qualitative, phenomenological study used semi-structured interviews to investigate ten school counseling supervisors' (SCS) counseling supervision experiences. This study uncovered five superordinate themes and related subthemes regarding the supervision experiences of SCS who received and delivered clinical supervision. Implications for SCS, counselor educators, school district and state educational administrators on the needs of SCS that will inform the supervision of school counselors who provide counseling services to support students' social-emotional/mental health needs are discussed. / Doctor of Philosophy / Supervision provides opportunities for counselors to learn, consult, and practice counseling knowledge and skills to offer the most research-informed, inclusive, and culturally responsive services to appropriately support clients' needs (Bernard and Goodyear, 2019; Ratts et al., 2015; Mitchell and Butler, 2021). Research has uncovered that school counselors often receive none or minimal clinical supervision compared to counselors in agencies, hospitals, and private practice (Page et al., 2001; Dollarhide and Miller, 2006; DeKruyf et al., 2013). Also, research shows school counselors prefer supervisors that have clinical mental health understanding and knowledge (Dollarhide and Miller, 2006; Roberts and Borders, 1994), and school counselors who participate in clinical supervision continue to develop skills and techniques to assist in appropriate strategies and interventions to support students and families (Bledsoe et al., 2021). However, despite the increased number of studies on school counseling supervision, few studies have explicitly focused on school counseling supervisors' (SCS) experiences. This qualitative, phenomenological study, using semi-structured interviews, investigated the clinical supervision perceptions and experiences of ten SCS who received and provided clinical supervision. This study discovered five superordinate themes and related subthemes regarding clinical supervision experiences, including professional (a) preparation, (b) identity, (c) self-efficacy, (d) challenges, and (e) quality of life. Implications for school counseling supervision are discussed.

This research explored the connection between the level of moral reasoning in rehabilitation professionals and their supervisors' judgment of them as more or less successful in providing services. Professionals from three work settings (private for-profit, private not-for-profit, and public) in two states (California and Texas) were categorized by supervisors into two research groups. Moral reasoning was assessed by the Defining Issues Test. A demographic questionnaire provided information on factors such as age, sex, exposure to previous ethics training, years in the field of vocational rehabilitation, and identification of the professional as an individual with a disability. Relevant data was obtained from 61 supervisors and 122 rehabilitation professionals. The research sample provided 20 matched pairs (one more successful and one less successful) from both the private for-profit and private not-for-profit settings and 21 matched pairs from the public work setting. This sample included 73 females and 49 males. Analysis found that rehabilitation professionals identified as being more successful had significantly higher moral reasoning scores on the Defining Issues Test than peers identified as less successful. This finding was not affected by sex, work setting, years in the field of vocational rehabilitation, or prior exposure to training in ethics. The factor of age was identified as having significant interaction with the level of assessed moral reasoning. A positive correlation was identified between age and supervisors' selection of more successful professionals. This research identified moral development as a factor in being judged by supervisors as successful in vocational rehabilitation services. It also discussed alternative criteria for success other than the “rehabilitated” status of the client, the role of moral development in successful case management, the need for assessing moral development in candidates for graduate school, and the place of moral development in hiring and training rehabilitation professionals. Several recommendations are made for additional research that include adding the supervisor's age as a research factor; focusing on rehabilitation counselors rather than including the general population of rehabilitation professionals; and comparing competitive closure rates of rehabilitation professionals with their levels of assessed moral reasoning.

Supervisors and counselor educators who identify as LGBTQ+ may face uncertainty in whether or not to disclose sexual or gender identity in professional settings. This presentation will provide a review of current literature and initiate discussion regarding the experiences of LGBTQ+ counselor educators and supervisors, as well as factors that impact decision-making processes to disclose or not disclose marginalized identities within a position of relative power and privilege as supervisors or educators.

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The purpose of this study was to assess the extent to which relationships exist between the perceptions of local supervisors of social studies, social studies teachers, and building principals relative to the role of the local supervisor of social studies education. Data were gathered to determine the perceptions of supervisors, teachers, and principals regarding actual and ideal performance on forty-two selected supervisory activities. The descriptive-survey method was utilized in the study. Population sample included twenty local social studies supervisors, one hundred and ninety-seven building principals, and four hundred and sixty social studies teachers. The four hundred and sixty social studies teachers (twenty-five percent) and one hundred and ninety-seven building principals represented employees in each school division in Virginia during the 1980-81 school year where local supervisors of social studies education were employed full-time. Mail questionnaires were developed, piloted, and forwarded to the selected sample population. Usable responses were received from three hundred and twenty-five teachers (seventy-one percent), one hundred and fifty-one building principals (seventy-seven percent), and twenty local supervisors of social studies (one hundred percent). The alpha level selected for determination of statistical significance and rejection of the seven null hypotheses was p < .05. Descriptive statistics, correlated t tests, uncorrelated t tests, and the Spearman rho (ρ) were used in analyzing the data. Data were reported by means, frequencies, ranks, standard deviations, and percentages. To analyze data within groups the correlated t test was used. The uncorrelated t test was used to analyze the data between groups. To determine the relationship between the rank differences reported by the sample groups, Spearman rho (ρ) correlations were computed using the formula: ρ = l - (6Σd²)/[N(N² - 1l)] In a comparison of perceptions of local supervisors of social studies education versus perceptions of teachers regarding actual performance on forty-two selected supervisory activities, it was determined that there was a high agreement between teachers and supervisors as to the order of priority placed on activities by supervisors. The Spearman rho computation based on rank differences of actual time spent as perceived by supervisors and the teacher's perceptions of actual time spent yielded a high positive correlation. Also, principals and supervisors were in close agreement as to the priority of supervisors' actual use of time. A high positive correlation was found to exist based upon rankings of the two groups relative to actual use of supervisors' time. Significant differences were noted between the perceptions of local supervisors of social studies education and those of social studies teachers and building principals relative to ideal supervisory performance. Teachers and supervisors were in moderate agreement relative to the setting of priorities for time utilization by supervisors across the forty-two activities. Principals and supervisors were in high agreement relative to the priorities based on ideal rankings for supervisors. Major findings of the study were as follows: 1. Supervisors, teachers, and principals agreed that supervisors should spend more time on nearly all of the identified activities than they currently do. 2. Each group surveyed agreed that the ideal performance of supervisors should be closely related to that group's perceptions of what supervisors currently do. 3. There was a high positive correlation between the supervisors, teachers, and principals as to the allocation of priorities by supervisors. 4. There was a moderate to high positive correlation across groups as to how supervisors should allocate their time. / Ed. D.

Problematic situations involving managers and employees can be dysfunctional in the work setting. Resolution of these problems often requires giving feedback that is specific, empathic, and in a spirit of inquiry. This research tested the effects of a learning intervention designed to intercept attributional bias and untested inference through training in feedback. An experimental field study was conducted in a large municipal government to address manager-subordinate feedback. Pre and post test measures were used to answer three research questions: What are the effects of training in feedback on managers' (1) perceived effectiveness of their work groups, (2) attributional bias of their Least Effective Subordinate, and (3) use of feedback skills with employees. / Ed. D.

Sales representatives play a critical role in the development and sustainability of their business through the selling of products and services. Burnout inclined stress caused by low job satisfaction could adversely affect business development and survival. This study thus investigated the influence of job satisfaction on burnout amongst medical sales representatives. Two measuring instruments were used namely the Smith, Hulin and Kendall (1969) Job descriptive index (JDI) and the Pines, Aronson and Kafry (1981) Burnout index (BI). This study was conducted amongst 139 sales representatives working for a generic pharmaceutical organisation. Through a literature study, job satisfaction and burnout were defined, and a link determined between the two constructs. An empirical study revealed the relationship between job satisfaction and burnout. The results indicated a negative correlation between job satisfaction and burnout. Conclusions and recommendations were made regarding the enhancement of job satisfaction and the management of burnout among sales representatives. / Industrial & Organisational Psychology / M.A. (Industrial Psychology)