Sign Up Now
Get instant access to over 1 million+ study documents
OR
Already registered? click here to login
By creating your account, you agree to our terms of service, privacy policy and student honor code.
Supervisors as Facilitators of Reflection:
Supervision plays an important role in supporting the professional capability and integrity of an executive coach because it helps in stirring the quality and safety of the client's coaching. For many organizations, investment in professional supervision is a reflection of a clear dedication to quality and ongoing development ("Supervision for You," n.d.). Generally, supervision contributes to better coaching since it provides benefits for executive coaches with the task of managing the effect of third parties in their coaching relationships. Some of the major benefits of supervision for the supervisee include helping practitioners to recognize their strengths and weaknesses, provides psychological creativity, insights, and research, and creates ethical awareness. The other benefit of supervision is that it enables practitioners to evaluate the impact of coaching work on their lives. Therefore, based on these benefits of supervision to practitioners, supervisors can be regarded as facilitators of reflection.
Role of Supervisors:
From a coaching psychology point-of-view, the process of supervising is similar to parenting because of the procedures involved. For a long period of time, the role of supervisors has been regarded as a top-down approach where these professionals act as leaders who provide direction to clients. However, new ways of supervising have emerged in the recent past and contributed to the significant change of the role of supervising from a top-down approach to a collaborative process. The change in the role of supervisor has been influenced by the realization that people tend to be more productive and effective if they are motivated, happy, and upbeat (Brooke, 2005). While individuals have not necessarily become soft-hearted, their productivity is not enhanced through the establishment of an employee-friendly environment. As a result, employers have become aware that happy employees and productive employees and provide appropriate training to supervisors in order to help in the development of an employee-friendly environment. Therefore, rather than the top-down, autocratic order-giver, supervisors have adopted a team leader approach...
This means that supervisors currently providing coaching and motivation in order to help people realize their full potential in terms of productivity.
Reflection:
The term reflection is a common word for many individuals working in community service and service learning programs ("Understanding Reflection," n.d.). Since the term is derived from a Latin word, it means to bend back in order to receive insights on the apparently visible concepts or aspects. The act of reflection has become an important facet of people's education and productivity because it acts as the bridge between learning and experiences. Reflection goes beyond education since it's an opportunity with which an individual can learn from experiences. As a result, the process of reflection takes various forms and is associated with never-ending variety of issues. This is mainly because it promotes learning and motivates provocative thought and action that contributes to an individual's development. The effect of reflection on a person's growth and development takes place in areas like career exploration, professional development, intellectual pursuit, leadership development, and social change.
The facilitation of reflection is relatively a different process from leadership because leadership is what one does to a group while facilitation is what one does with a group ("Facilitating Reflection," n.d.). Leaders mainly differ from facilitators on the basis that they are cognizant about the use of control, power, and authority. On the contrary, facilitators serve as neutral mediators mandated with the task of providing information and accommodating communication and collaboration between participants.
Facilitators help people to work together towards the achievement of common goals and do not interject their own personal views or agenda in most cases. They tend to remain alert to the dynamics of a group and promote challenging reflection while sustaining respect and safety within the group. While they may play a leadership role in the group, facilitators relinquish control to the group through promoting open and democratic discussions among the members of the group.…
References:
Brooke, M. (2005, December 6). The Role and Responsibilities of a Supervisor. Retrieved April
2, 2013, from http://ezinearticles.com/?The-Role-and-Responsibilities-of-a-Supervisor&id=108568
Carroll, M. (2006). Key Issues in Coaching Psychology Supervision. The Coaching
Psychologist, 2(1), 4-8. Retrieved from http://www.supervisioncentre.com/docs/kv/Key%20Issues%20in%20Coaching%20Psychology%20Supervision.pdf
Clinical Supervisor, 28, 210-220. Retrieved from http://www.bps.org.uk/system/files/documents/supervision_critical_reflection_for_transformational_learning_0.pdf
website: http://www.uvm.edu/~dewey/reflection_manual/facilitating.html
McClure, P. (n.d.). Reflection on Practice. Retrieved April 2, 2013, from http://cw.routledge.com/textbooks/9780415537902/data/learning/8_Reflection%20in%20Practice.pdf
"Supervision for You." (n.d.). The Supervision Centre. Retrieved April 2, 2013, from http://www.supervisioncentre.com/index.php/Supervision-for-You/supervision-for-you.html
"Understanding Reflection." (n.d.). Reflection Manual. Retrieved from The University of Vermont website: http://www.uvm.edu/~dewey/reflection_manual/understanding.html
Every school supervisor knows that improving teaching and learning is always the goal of every school, and finding the right applications for progress toward better outcomes should be a collaborative and constant strategy unique to each school environment. In conclusion, collaboration is not a concept unique to the educational setting; indeed, any organization should embrace the idea of collaboration rather than strict hierarchal strategies. But when it comes to educational
1. Introduction The modern 21st century has posed new challenges for the organizations to survive and grow (Smith et al. 2010). As they are operated and managed by human beings, the challenges are ultimately faced by the individuals who are responsible for making decisions and implementing them (Nieuwenhuizen, Weiss and Rossouw, 2009). As challenges are multifaceted, and human lives are divided into various aspects, it is difficult to excel in every
Occupational Stress and Scientific MonitoringBYElena Georgiou�This paper was submitted in partial fulfillment of the requirements for the Degree of Doctor of Philosophy in the Doctoral Program (PhD) in Business Administration at the University of Nicosia, School of Business Administration, Nicosia, Cyprus, (December/2017)�University of Nicosia46 Makedonitissas Ave.P.O. Box 240051700 NicosiaCyprusDate: (December/2017)Table Contents1.Introduction��������������������������........32. Research Aims��������������������������3-43. Research Objectives������������������������..54. Research Questions�������������������������55. Literature Review������������������������...5-65.1 Types of Stress�������������������������.6-75.2 Definition of Supervision����������������������75.3 Categories of Supervisory Models������������������..75.4 The
Next, the facilitator will pose an introductory question that will stimulate brainstorming by engaging students in the "why" of their involvement in the group (Bouassida et al., 2006). Next a transitory question will lead to examination of the problem at hand, where the members of the group attempt to answer key questions including (1) what is the foundation of the problem (2) what tools are available to solve the
Kolb's model of adult learning explains how learning in adults occurs. According to the model, adult learning occurs in four stages (Kolb, 2015). The first stage is the experience of an event or situation (concrete experience). In the second stage, the learner reflects on the experience (reflective observation). The learner then -- in the third stage -- draws from theories and concepts to gain a deeper understanding of the experience
The shift toward standardized testing has failed to result in a meaningful reduction of high school dropout rates, and students with disabilities continue to be marginalized by the culture of testing in public education (Dynarski et al., 2008). With that said, the needs of students with specific educational challenges are diverse and complex, and the solutions to their needs are not revealed in the results of standardized testing (Crawford &